How can animation be used to promote learner understanding of scientific and mathematical explanations? In this review, we examine the role of animation in multimedia learning (including multimedia instructional messages and microworld games), present a cognitive theory of multimedia learning, and summarize our program of research, which has yielded seven principles for the use of animation in ...

Students viewed a computer animation depicting the process of lightning. In Experiment 1, they concurrently viewed on-screen text presented near the animation or far from the animation, or concurrently listened to a narration. In Experiment 2, they concurrently viewed on-screen text or listened to a narration, viewed on-screen text following or preceding the animation, or listened to a narratio...

This article is concerned with the relationship of language and city in Amir Naderi’s trilogy of films on New York, comprising of Manhattan by Numbers (1993), A, B, C… Manhattan (1997), and Marathon (2002). By dint of a narrative relied on spatiality, he is in fact able to causally link the solitude and the spectral existence of his protagonists to the lack of a common language for reco...

Previous research on the redundancy principle in multimedia learning has shown that although exact correspondence between on-screen text and narration generally impairs learning, brief labels within an animation can improve learning. To clarify and extend the theoretical and practical implications of these results, the authors of the present research examined the extent to which varying degrees...

We present the results of several machine learning tasks that exploit explicit spatial language to classify rhetorical relations and the spatial information of narrative events. Three corpora are annotated with figure and ground (granularity) relationships, mereotopologically classified verbs and prepositions, and frames of reference. For rhetorical relations, Naı̈ve Bayesian models achieve 84.9...

In 2 experiments, highand low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Experiment 1) or of the human respiratory system (Experiment 2). The concurrent group generated more creative solutions to subsequent transfer probl...