Educational animation
[1] The popularity of using animations to help learners understand and remember information has greatly increased since the advent of powerful graphics-oriented computers.In contrast with static pictures, animations can show temporal change directly (rather than having to indicate it indirectly using auxiliary markings such as arrows and motion lines).Using animations instead of static graphics removes the need for these added markings so that displays can be not only simpler and less cluttered, but also more vivid, engaging, and more intuitively comprehended.[3] Animations may lack educational effectiveness if target learners can't process the presented information adequately.User controllable animations allow learners to vary aspects such as the playing speed and direction, labels and audio commentary to suit themselves.For example, an object that is centrally placed, relatively large, unusually shaped, and of a sharply contrasting colour or texture is likely to 'jump out' of the display so that we notice it very easily.It seems that a fundamental level, our perceptual system is attuned to detect and follow such changes, irrespective of their importance in terms of the subject matter.As with static displays discussed above, items that are perceptually compelling (in this case because of their dynamic character) may not necessarily be of great thematic relevance to the given learning task.The big orange float in the accompanying animation is far more perceptible than the small grey air valve because of both its visuospatial characteristics, and its high level of dynamic contrast with the rest of the display.The misleading effects of the dynamic contrast are likely to be particularly problematic for learners who lack background knowledge in the content domain depicted in an animation.These learners can be largely in the thrall of the animation's raw perceptual effects and so tend to process the presented information in a bottom-up manner.
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