How to Optimize Learning from Animated Models: A Review of Guidelines Based on Cognitive Load

• Published in: Review of educational research Vol. 78; no. 3; pp. 645 - 675
• Main Authors: Wouters, Pieter, Paas, Fred, van Merriënboer, Jeroen J. G.
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA American Educational Research Association 01.09.2008; SAGE Publications
• Subjects: Animation; Cognition; Cognitive Ability; Cognitive load; Cognitive models; Cognitive Processes; Design Requirements; Difficulty Level; Educational environment; Educational psychology; Educational Technology; Educational theory; Experiments; Guidelines; Instructional Design; Instructional Effectiveness; Learner Engagement; Learning; Learning Motivation; Lifelong learning; Mathematical problems; Model animation; Modeling; Multimedia materials; Observational Learning; Problem Solving; Teaching Methods; Training; Transfer of Training; Netherlands; problem solving; computers and learning; cognitive load theory; instructional design/development; cognitive modeling; animations
• ISSN: 0034-6543; 1935-1046
• DOI: 10.3102/0034654308320320

Animated models explicate the procedure to solve a problem, as well as the rationale behind this procedure. For abstract cognitive processes, animations might be beneficial, especially when a supportive pedagogical agent provides explanations. This article argues that animated models can be an effective instructional method, provided that they are designed in such a way that cognitive capacity is optimally employed. This review proposes three sets of design guidelines based on cognitive load research: The first aims at managing the complexity of subject matter. The second focuses on preventing activities (attributed to poor design) that obstruct learning. The last incites learners to engage in the active and relevant processing of subject matter. Finally, an integrative framework is presented for designing effective animated models.