The Effects of Whiteboard Animations on Learning and Motivation

• In Event: 26.029 - Student Learning via New Tools and Approaches

Abstract

This study aims to provide scientific evidence to guide the instructional animations by extending existing multimedia learning principles (Mayer, 2009). In an online experiment, we tested the impact of four types of multimedia content on learning and engagement outcomes for physics lessons: whiteboard animations, audio only, text only, and static images (i.e., slides without animation). Participants were tested for recall and comprehension; individual lessons were also followed by questions about subjective experiences (e.g., engagement and interest). Preliminary results indicate that the group given whiteboard animations exhibited better recall and comprehension questions, and also had more positive subjective experiences compared to other groups. Implications and follow-up studies are discussed in the paper.

Authors

• Selen Turkay, Harvard University

• Albert Z. Wang, Harvard University

• Samuel Taylor Moulton, Harvard University