Abstract
The present study aims at exploring the effect of user control on learning from technical animations. First, the concept of user controllability is defined and possible reasons for the divergent findings concerning its effectiveness in supporting learning are considered. Second, an empirical study is reported, in which young learners studied the operation of gear systems from animated instruction involving different levels of user control. Finally, results of the study are discussed and related to processing constraints that may influence the educational effectiveness of user controllable animations.
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