| The purpose of this study was to explore the effect of animated visual cues on students using interactive software learning programs. After viewing a static or animated program that described tasks for using cellular phones, students were asked to perform those same tasks with a cellular phone. In addition, students were given a Productivity and Environmental Preferences Survey to assess learning style preferences, and an additional questionnaire pertaining to their preferences for animated visual cues.; To statistically assess the effect of animated learning materials on students, a logistic regression model was used. This model allowed for the inclusion of other variables, such as "comfort with computers", that could have impacted the outcome of the. Cox's Proportional Hazards model was used to assess students, task completion times, taking into consideration the potential complication of repeated tasks.; Results obtained showed that students had greater successful task rates with animated visual cues than with the static cues in their learning programs. Results also showed that students, successful task completion times with the animated program were lower than with the static programs. Although some students stated they did not find the animated cues useful, the majority of students found the cues helpful because the animations visualized the process enabling them to remember key parts of the task.; The findings of this study demonstrated support for the use of animated visual cues in learning environments. When properly designed and used, animation has the potential to capture students' attention, assist them in visualizing content, and decrease task completion times. |
