#1: Lowe, R. K. & Schnotx, W. (2014). Animation principles in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 513-546). New York: Cambridge. In this chapter, Lowe and Schnotx discuss the potential educational benefits of animations in multimedia learning. There is benefit because of animations ability to portray temporal change directly and explicitly. Coinciding with the benefits that animations can bring are costs than can pose considerable challenge to learners. These challenges relate to previous research discussed around the cognitive learning theory, one specifically being the split-attention principle. Because instructional design principles are typical misaligned with human perception, the authors suggest five animation principles to help with animation design to aid in the goal learning. These five principles are new approaches that are a part of the Animation Processing Model (APM).
The principles in the APM are grounded in research on perception, cognition, and instruction. Principle 1, stemming from the function of animation (representing and directing), states that people learn better from an animation when the instructional purpose of the animation has been clearly defined. Principle 2, stemming from animation spatial and temporal information, states that people learn better from an animation when appropriate emphasis is given to spatial versus temporal information. Principle 3, stemming from perception and cognition, states that people learn better from an animation when perceptual attributes and cognitive requirements are closely aligned. Principle 4, stemming from verbal and pictorial guidance, states that people learn better from an animation when perceptual processing and cognitive processing are appropriately supported. Principle 5, stemming from interactive learning, states that people learn better from an animation when interaction opportunities accord with aims and learner expertise.
#2: Plass, J. L. & Schwartz, R. N. (2014). Multimedia learning with simulations and microworlds. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 729-761). New York: Cambridge. In this chapter, the authors discuss research concerning learning from simulations and microworlds. The authors first present a working definition and examples for both environments. Simulations and microworlds are digital environments that enable users to interact with models of situations and receive dynamic responses based on a set of underlying rules and computations. They then cover effectiveness of the environments and questions raised on a variety of design, information, interaction, and instructional guidance. Based on their research findings, the authors propose extensions to current multimedia learning theories. These extensions includes social and affective processes. They also discuss implications on instructional design, limitations on existing research, and outline areas of future research. Research shows that the use of simulations resulted in better cognitive outcomes and attitudes toward learning than more traditional teaching methods. They were also found more effective when used as a supplement to traditional instructional models. There are multiple way of presenting the images, text, and audio, to include iconic, structure mapping, and cueing. Design goals can range from emotional to learner control to instructional guidance. The effect on instructional design requires setting clear goals for learning to providing instructional guidance.
#3: Tobias, S., Fletcher, J. D., Bediou, B., Wind, A. P., & Chen, F. (2014). Multimedia learning with computer games. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 762-784). New York: Cambridge. In this chapter, the authors discuss research focused on using multimedia computer games for instruction and improving cognitive processes. Specifically, research shows that the greater the overlap in cognitive processes between games and external tasks, the more likely that there is transfer to non-game tasks. An example is fast-paced action games that deal with attention and task switching. There is also research for older adults using intense computer game training to improve cognitive processes. The authors discuss their review of prior research on overlap and cognitive processes in computer gaming. They also discuss current research, practical applications, effect on school performance, and effects on neurophysiological variables (such as attention and distraction).
#4: Höffler, T., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722 -738. In this paper, the authors discuss a meta-analysis of 26 primary studies on the advantage of instructional animations over static pictures. The results of the studies were in line with traditional cognitive load theories.