Contiguity Effect of Animated Graphics on College Student Recall

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Park, J. (2006). Contiguity Effect of Animated Graphics on College Student Recall. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 1012-1014). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22184.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Ju Park, University of Florida, USA

Abstract

This study investigated the effectiveness of simultaneously and contiguously presented animated graphics on college student recall, and the investigator used quantitative methods to analyze participants' responses in the experiment. Also, this experiment utilized sixty-three participants in three groups. This study suggests that animation use in an electronic presentation may help student recall better than no animation use. In addition, a continuous display of animated graphics may improve student recall, compared to no display of animated graphics. However, a simultaneous display of animated graphics may not positively affect student recall, compared to no display of animated graphics, even though it contains animation.

Keywords

• Students
• Graphics

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