Do Animated Concept Maps Support Meaningful Learning?

In a pilot study, a 2X2 experimental design was used to explore the effects of external representations (concept map versus text) and animation (animated versus static) on learning. Twenty four undergraduate students were assigned to one of four groups, each presented with the same audio narration combined with a different visual presentation on the digitization of sound: static text, animated text, static concept map, or animated concept map. A questionnaire was designed to evaluate thirteen cognitive processes involved in meaningful learning. An interaction between presentation format and animation was detected, where animation benefited to participants studying text, and hindered participants studying concept maps. These results are not consistent with previous studies and highlight the need to develop more complex assessment tools that encompass the diversity of learning processes supported by external representations