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Authordc.contributor.authorWong, Mona 
Authordc.contributor.authorCastro Alonso, Juan 
Authordc.contributor.authorAyres, Paul 
Authordc.contributor.authorPaas, Fred 
Cita de ítemdc.identifier.citationEducational Technology & Society, 18 (4), 37–52.en_US
General notedc.descriptionArtículo de publicación ISIen_US
Abstractdc.description.abstractHumans have an evolved embodied cognition that equips them to deal easily with the natural movements of object manipulations. Hence, learning a manipulative task is generally more effective when watching animations that show natural motions of the task, rather than equivalent static pictures. The present study was completed to explore this research domain further by investigating the impact of gender on static and animation presentations. In two experiments, university students were randomly assigned to either a static or animation condition and watched a computer-controlled presentation of a Lego shape being built. After each of two presentations, students were required to reconstruct the task followed by a transfer task. In Experiment 1 the tasks were performed using real Lego bricks (physical environment), and in Experiment 2 by computerized images of the bricks (virtual environment). Results indicated no differences between the two testing environments or an overall advantage for the animated format. However, a number of interactions between gender and presentation format were found. Follow-up analyses indicated that females benefited more than males from using animated presentationsen_US
Patrocinadordc.description.sponsorshipCONICYT (PAI) 82140021 CONICYT (national funding research program for returning researchers from abroad) 82140021 CONICYT (Basal Funds for Centers of Excellence) FB0003en_US
Type of licensedc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
Link to Licensedc.rights.uri*
Keywordsdc.subjectAnimation vs. static pictureen_US
Keywordsdc.subjectGender differencesen_US
Keywordsdc.subjectEmbodied cognitionen_US
Keywordsdc.subjectCognitive load theoryen_US
Keywordsdc.subjectTechnology-based learningen_US
Títulodc.titleGender Effects When Learning Manipulative Tasks From Instructional Animations and Static Presentationsen_US
Document typedc.typeArtículo de revistaen_US

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Atribución-NoComercial-SinDerivadas 3.0 Chile
Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 Chile