Effects of Contextual Cues and Support Requirements of Multimedia Animation on Children's English Learning

Abstract

This study sought to explore the effects of contextual cues and support requirements of multimedia animation on children's English learning. Existing English multimedia animations were divided into two types: rich contextual cues and limited contextual cues. Support requirements for design were also put into two categories: no support requirements vs. support through display of key images before listening and English description and the display of key images after listening as well as printing materials. A two-factorial integrative experimental design study found: 1), contextual cues play an extremely important role in the process of children's learning via multimedia animation, which means children are more dependent on contextual cues; 2) the design of support requirements needs to provide or complement relevant and specific contextual cues in order to help children's comprehension and match the audio to the context.