Optimizing Learning From Animations: Examining the Impact of Using Learner Analytic–Based Feedback

• In Event: Learner Analytics and Design Thinking: Using Technology to Assess and Support Learners

Abstract

The purpose of the current study was to investigate whether learner-analytic-based feedback would assist learning procedural knowledge from animated visualizations. A total of 116 college students were randomly assigned to one of six experimental conditions formed by a 2 X 3 factorial design with the visualization type (animated vs. static) as one factor and the feedback type as the other factor (constructive vs. active vs. no feedback). The results revealed that learners who received no feedback had significantly higher ratings on attentiveness and value than their peers who received constructive feedback. Also, when constructive feedback was provided, learning procedural knowledge from animated visualizations reduced learners perceived difficulty compared to static visualizations.

Author

• Lijia Lin, East China Normal University