ABSTRACT
Research has shown that pictures in general enhance learning with text. A. M. Glenberg & W. E. Langston found that pictures compatible with text facilitate the learning of a procedural concept with concurrent steps. Compared with static pictures, animation facilitates learning only under more specific conditions. The aforementioned findings converge to suggest that animation learning demands additional cognitive processing that consumes extra cognitive resources, compared with static-picture learning. The former led to stronger verbal and visual representational connections and closer referential connections between the two modules, all of which are beneficial to the learning of a sequential concept. One of the major theoretical constructs adopted to account for such facilitatory effect is the dual-code theory by A. Paivio, which suggests that information could be stored either verbally or visually, and that these codes together lead to better retention than either one alone.
