Animation possessing the main criteria of effective instructional multimedia (EIM). It effectively enhances academic, cognitive, and practical performance of the students.
Published in Chapter:
Three Dimensional Virtual Laboratories and Simulations for Education: Classification, Criteria for Efficacy, Benefits, and Criticism
Mohamed Khamis Tolba Mahmoud Abdalla (University of South Wales, UK & Alexandria University, Egypt & National Guard Health Affairs, Saudi Arabia)
Copyright: © 2019
|Pages: 34
DOI: 10.4018/978-1-5225-5790-6.ch007
Abstract
This chapter provides a detailed study of the current literature surrounding instructional animation. After discussing definitions and classifications of these technologies, the chapter reviews how they can be differentiated from games. The chapter covers subtypes of instructional animation, including experiential, symbolic, and forms considered animation but lacking criteria of effective animation. The three types differ in some points. Important criteria must be considered before, during, and after designation when designing educationally effective software of these animations. If simulations are prepared according to evidence-based guidelines mentioned in the chapter, many benefits will be developed, including pedagogical, motivational, and daily life profits. However, disadvantages exist. Criticisms in literature will be mentioned on an evidence-based level.