Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's t...

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Bibliographic Details
Published in:Educational psychology review 2009-06, Vol.21 (2), p.113-140
Main Authors: de Koning, Björn B., Tabbers, Huib K., Rikers, Remy M. J. P., Paas, Fred
Format: Article
Language:English
Subjects:
Animation
Attention
Child and School Psychology
Classification
Cognitive style
Computer Assisted Instruction
Computers
Cues
Education
Educational Psychology
Educational Researchers
Educational Technology
Evidence
Guidelines
Information relevance
Information representations
Information technology
Instructional Design
Instructional Effectiveness
Instructional Improvement
Instructional Materials
Learning
Learning and Instruction
Learning theory
Long Term Memory
Memory
Meta Analysis
Multimedia Instruction
Multimedia materials
Open Universities
Perceptual learning
Resistance (Psychology)
Review Article
REVIEW ARTICLES
Short Term Memory
Transfer of Training
Visual Learning
Visual Stimuli
Visualization
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Summary:This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented.
ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-009-9098-7