Animation Circumstances Experimental Study Of Multimedia Learning

The research mainly focused on the learning effects about two kinds ofmultimedia representation instructional materials, for which the animation with textand animation with spoken words may occur a common role with four factors of theinstructional materials property, the way of instructional design, the learners’individual characteristics and the instructional strategies.We found that the quality of learner’s multimedia animation learning is affectedby many influence factors which are mainly in four areas: the property of thedifferent learning materials, different teaching forms of instructional content design,different learners’ individual characteristics and different teaching strategies. In orderto examine the effects of these factors, a series of experimental studies wereconducted. The results from the experiments showed that: Firstly, the interactionbetween material properties and multimedia presentation was not significant, butabout the different knowledge attributes of learning materials and multimediainformation presentation there was a significant main effect; Secondly, in thecomputer environment for learners using the form of multimedia learning by theanimation with spoken words, it can be easier to the form of multimedia learning bypicture and text and clearly characterize the learning content information; Thirdly,there was an interaction between the way of instructional design and the animatedmultimedia information presentation, and the effect of the animation in the form oforganization of system control is better than the multimedia forms of learning withcontrol by oneself; Fourthly, there was an interaction between the different level ofspatial cognitive ability and animation multimedia information presentation aboutthe effect of learning; Fifthly, the learners with low levels of spatial cognitive abilitywere fitted with the form of animation by words, with the high levels of spatialcognitive ability learners are suitable for animation with spoken words form. Sixthly,the interaction of the animation form and the instructional strategies influenced thedifferent learning outcomes in a different qualification. Seventhly, under theproblem-solving instructional strategies animation with spoken words explains themultimedia presentation to learners better, but in the learning participation theanimation with spoken words was better in terms of cooperation to discuss learningstrategies.The data of eye movements and behaviour patterns are in good agreement withthe conclusions of the above series of experiments, which directly reveals theallocation process of learner’s attention in the presentation of multimedia information,which also reveal the learner’s eye movement behavior has the close relationshipwith the learning outcomes, which also from a deeper level of visual psychologyreveals the internal information processing and cognitive mechanisms. Thecombining mode of general cognitive behavioral responses and eye movementbehavior analysis takes the traditional multimedia learning research from two areasof research contents and research methods to move forward a big step.