Does animation enhance learning? A meta-analysis

This meta-analysis investigated whether animation is beneficial overall for learning compared to static graphics, while also identifying moderator factors affecting the global effect. A systematic search was conducted for experimental studies comparing the impact of animated vs. static graphics displays in the context of knowledge acquisition. A total of 50 papers were considered, and consecutively 61 primary studies (N = 7036), yielding 140 pair-wise comparisons of animated vs. static graphic visualizations in multimedia instructional material were analyzed using a random-effects model. An overall positive effect of animation over static graphics was found, with a Hedges's g effect size of 0.226 (95% confidence interval = 0.12 – 0.33). As the heterogeneity was high, moderator analyses were explored.