How to insert visual information into a whiteboard animation with a human hand? Effects of different insertion styles on learning

• Published in: Smart Learning Environments 2023-12, Vol.10 (1), p.39-17, Article 39
• Main Authors: Krieglstein, Felix, Meusel, Felicia, Rothenstein, Eva, Scheller, Nadine, Wesenberg, Lukas, Rey, Günter Daniel
• Format: Article
• Language: English
• Subjects: Academic Achievement; Animation; Cognitive Ability; Cognitive load; Cognitive Processes; College Students; Colleges & universities; Computers and Education; Difficulty Level; Distance Education; Distance learning; Dynamic drawing; Education; Human Body; Human instructor; Insertion; Instructional Effectiveness; Multimedia; Multimedia learning; Nontraditional Education; Pushing; Social cues; Student Motivation; Teachers; Visual Aids; Whiteboard animations
• ISSN: 2196-7091; 2196-7091
• DOI: 10.1186/s40561-023-00258-6

Whiteboard animations have become very popular in recent years. They are mainly used in distance education, where learners can acquire knowledge individually and without the help of a teacher. However, there is little empirical evidence on how whiteboard animations should be designed to achieve learning-enhancing effects. Since the presentation of whiteboard animations is reminiscent of a teacher drawing or showing content on a whiteboard, the hand has been identified as an essential feature of this learning medium. Therefore, the aim of this experimental study was to investigate whether and how the human hand should be implemented in whiteboard animations for the presentation of visual content. University students ( N  = 84) watched a whiteboard animation in which the type of information insertion was manipulated ( hand drawing content vs. hand pushing content in vs. no hand visible ). Results revealed that the drawing hand on a whiteboard led to significantly higher intrinsic motivation than the hand pushing visual content onto the whiteboard. Contrary to assumptions derived from cognitive load theory, the implementation of a human hand did not cause extraneous cognitive load. However, no other effects on the perception of the instructor, cognitive load, and learning performance were found. The results are discussed in terms of both cognitive and social processes in multimedia learning.