Old Paintings, New Technology: Does Instructive Animation Make Sense in Art Education?

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Werner, S. (2001). Old Paintings, New Technology: Does Instructive Animation Make Sense in Art Education?. Journal of Educational Multimedia and Hypermedia, 10(3), 253-272. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/8365.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 10, Issue 3, 2001
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JEMH

Author

Steffen Werner, University of Idaho, USA

Abstract

Multimedia educational products are gaining widespread consumer acceptance. At the same time, many of these products lack a sound theoretical background or instructional quality, and empirical data supporting their educational value are frequently missing. The present experiment with N = 64 participants examined the usefulness of multimedia applications in art education by constructing four different presentations of 12 representational paintings. Various visual effects, such as motion, fading, zooming, and dissolving, as well as spoken text were used to modify the viewers' mode of understanding. The experimental conditions were varied on two dimensions: (a) The adequacy of the visual effects and (b) the additional presentation of verbal information. The findings support the notion that sophisticated multimedia applications assist the viewer in adopting a more elaborate mode of understanding. Few effects on viewers' aesthetic interest in art or quality of aesthetic experience were found. In contrast to the sophisticated use of multimedia, the use of "flashy" multimedia elements did not have any instructional value.

Keywords

• Fine Arts
• Multimedia

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