EFFECTS OF SEGMENTATION OF INSTRUCTIONAL ANIMATION IN FACILITATING LEARNING

The aim of this study was to investigate the effects of segmented-animation, playpause- animation and continuous-animation in facilitating learning of low prior knowledge learners. a courseware prototype entitled transmission media was developed for the research purpose. the courseware contains nine animations on various topics in transmission media. pre-test and post-test experimental design was employed on three different groups respectively. the data collected were analyzed statistically by using one-way between-groups anova with post-hoc comparisons. apparently, the result suggests that segmented-animation was significantly more effective than play-pause-animation and continuous-animation in enhancing students’ learning performance. the result indicates that segmented-animation was beneficial for students in conducting adequate cognitive processes of the information depicted in the animation. furthermore, the result shows that allowing students to decide the segmentation in play-pause-animation condition does not necessarily promotes better learning. this was due to low prior knowledge students’ inability in deciding the appropriate stop points in animation and/or play-pause-replay button design that might causes split attention effect resulting extraneous cognitive load throughout the learning process