ANIMATION is becoming more and more prevalent in computer-based training. Psychological research indicates that when using graphics to supplement informational text, instructional designers should resist the temptation to include special effects, like animation, without a good reason (Reiber, 1990).

The human mind is not a passive receiver of sensory input. Instead, studies show that our minds use an active construction technique, combining sensory input with internal mental structures to build meaning.

Since neurons must rest between firings, our brains are predisposed to give attention to change. The change can be in almost any characteristic of a sensory input such as changes in color intensity, object texture, sound, pitch, or movement.

Objects in a state of flux, such as a dynamic graphics, supply constantly changing sensory information and the mind must attend closely. Poorly placed or ill used dynamic graphics can distract attention from important parts of a presentation. For this reason, animated images should be avoided unless they supply vital information

Research (Freeman, 1924) bears this out. Animation is effective when motion is a critical attribute of the concept being taught, and/or motion is used to direct the viewer's attention to the material being presented.

Other studies (Lumsdaine, Sultzer, & Kopstein, 1961; May & Lumsdaine, 1958) confirmed this work while noting that animation used simply to enhance the realism of instructional material did not show a significant effect on learning.

The ease with which simple animation is delivered by the personal computer has prompted a new look at dynamic graphics. New studies (Reiber, 1990) show that, more often then not, the use of animated graphics provides either no improvement or even negative results when compared to similar instruction using non-animated pictures. The study found, however, that animated graphics may be useful in practice.

While pictures are more easily remembered than text, the case for using dynamic graphics is suspect. Use dynamic graphics only when motion is a critical attribute of the concept presented.

The brain directs it's attention to changes in the field-of-view. Animated graphics require serious attention that prolongs processing time and stresses working memory. However, this high fixation characteristic explains the usefulness of dynamic graphics as an attention cue.

Jerry Niehaus
Graduate Student
SDSU Educational Technology