Visualization and metacognitive scaffolding in learning from animations

Abstract

In two successive experiments, we compared a static and dynamic visualization format with respect to learning success. We provided metacognitive scaffolding in the form of cognitive and metacognitive prompts during the learning sequence. As covariates, learners’ domain-specific ability self-concept as well as prior knowledge and metacognitive learning strategies were assessed. Results suggest here that static visualization of transitions are superior to dynamic visualization of animations in the science classroom. In addition, metacognitive scaffolding might be helpful in complex and long-term learning environments, but not in short time and mostly linear learning sequences.