e & i Elektrotechnik und Informationstechnik

, Volume 122, Issue 12, pp 498–505 | Cite as

Evaluating a framework of theoretical hypotheses for animation learning

  • S. Guttormsen SchärEmail author
  • H. -J. Zuberbühler


This paper presents a set of theoretical hypotheses suggesting various relationships between didactical setting and learning effects with animations. Particularly, we investigated whether individual flow-control adequately provides didactical means to reduce the cognitive load imposed by animations. We did not find an effect of individual flow control, probably due to the fact that this learning condition was embedded in a setting where not enough verbal information was offered together with the graphical animation. Overall the multimedia effects found in this study are in line with known principles of didactical multimedia design. Further, this study sheds light on theoretical aspects involved in the complex interaction between learning content, presentation, learning and resulting knowledge.


animations didactical setting multimedia effects theoretical hypothesen 

Untersuchung mehrerer theoretischer Hypothesen zum Lernen mit Animationen


Dieser Beitrag präsentiert eine Reihe theoretischer Hypothesen, welche auf verschiedene Beziehungen zwischen didaktischer Umgebung, Animation und Lerneffekten hinweisen. Im Besonderen haben die Autoren untersucht, ob eine individuelle Steuerung des Informationsflusses bei Animationen ein wirkungsvolles didaktisches Mittel ist, um die kognitive überlastung zu reduzieren. Es wurden keine Auswirkungen der individuellen informationssteuerung gefunden, wahrscheinlich weil diese Lernbedingung zu wenige verbale informationen zu den Bildern zeigte. Insgesamt stehen die in dieser Studie gefundenen Multimedia-Effekte im Einklang mit schon bekannten Prinzipien des didaktischen Multimedia-Designs. Zusätzlich beleuchtet diese Studie die theoretischen Aspekte, die betelligt sind an der komplexen interaktion zwischen Lerninhalt, Präsentation, Lernen und dem daraus resultierenden Wissen.


Animationen didaktische Umgebung Multimedia-Effekte theoretische Hypothesen 


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Copyright information

© Springer 2005

Authors and Affiliations

  1. 1.Institute for Medical EducationMedical Faculty of the University of BernBernSchweiz
  2. 2.Multimedia- & E-Learning ServicesUniversity of ZürichZürichSchweiz

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