A theory-to-practice approach for teaching science with animations

Abstract

Educational psychologists have for decades conducted research into the most efficient manner by which information can be assimilated through dynamic visualizations such as animations and video. As a result, a number of research-based guidelines have been formulated to guide the designer, teacher and learner regarding the layout, presentation and self-regulation of transient information. How to apply multimedia learning principles in a considered and creative manner when teaching or learning with dynamic information in a regular classroom situation? This article presents a practical and visual guide for dealing with some of the key issues, such as split attention, signaling, segmentation and strategic learner-control. Some classroom orientated suggestions are offered for the incorporation of these principles when using animations for teaching complex information. The overall objective is to organize the pacing and sequencing of the dynamic information in a manner that is optimally aligned with the students' prior knowledge and cognitive processing ability.