Instructional animation versus static pictures: A meta-analysis

By Tim N. Höffler, Detlev Leutner. 2007

996 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/150d104dd692b1dd1a95234deda0925a2c83b39a

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Citations in the corpus

The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations (2009, background): “The findings by Höffler and Leutner (2007) also show that the beneficial effect of dynamic over static visualizations is greater when procedural-motor knowledge has to be acquired. important, the finding that the goal of the action seems to be most important for the activation of the mirror neuron…”
Getting the point: Tracing worked examples enhances learning (2015, background): “However, counter to the transient information effect, the meta-analysis of Höffler and Leutner (2007) showed a medium-sized overall advantage of dynamic representations in instructional animations over static representations, when the animations were highly realistic and/or involved…”
Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study (2020, background): “…the present meta-analysis aligned with previous findings and showed that animated materials alone are more beneficial for enhancing learning (Berney and Bétrancourt 2016), and learners were likely to invest more mental effort for static materials than animated materials (Höffler and Leutner 2007).”
Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective (2011, background): “Nevertheless, in a meta-analysis, Höffler and Leutner (2007) showed that in some cases, animations were more effective than static graphics, especially when they involved procedural motor knowledge.”
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “Although a review by Tversky et al. (2002) found little evidence that animations were superior to static visualizations (see also Mayer et al. 2005), a meta-analysis by Höffler and Leutner (2007) indicated that under some conditions animations may produce better learning than static visualizations.”
Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis? (2012, background): “Despite the potential benefits of dynamic visualizations, they are not always more effective than static illustrations (Höffler & Leutner, 2007; Kali & Linn, 2008; Lowe, 2003; Mayer, Hegarty, Mayer, & Campbell, 2005; Tversky et al., 2002).”
Effects of Observing the Instructor Draw Diagrams on Learning from Multimedia Messages. (2016, background): “There are some situations in which learning from animations can be more effective than learning from static visuals (Hoffler & Leutner, 2007).”
Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement (2010, background): “For animations showing human movement procedures, this problem is reduced or eliminated (Höffler and Leutner 2007; Van Gog et al. 2009b), presumably because processing such animations is facilitated by the mirror-neuron system (Van Gog et al.).”
Principled animation design improves comprehension of complex dynamics (2016, background): “Animations have become a ubiquitous feature of technologybased learning materials (H€offler & Leutner, 2007).”
Comic Cognition: Exploring the Potential Cognitive Impacts of Science Comics (2012, background): “Intuitively, animations have several advantages over static images—they contain more information, they can show a process unfold in real time, etc. Höffler and Leutner (2007) conducted a meta-analysis and found that, indeed, animations generally led to better learning outcomes than static images.”