Thorsten Rasch

TL;DR: In two learning experiments with 40 and 26 university students, the effects of animated pictures on knowledge acquisition were investigated and showed that manipulation pictures had an enabling function for individuals with high learning prerequisites, whereas simulation pictures had a facilitating function forindividuals with low learningPrerequisites.

TL;DR: According to the results, adding pictures to text was neither beneficial nor harmful for learning; in terms of learning efficiency, however, learning from text only was more successful thanlearning from text and pictures.

TL;DR: Investigation of the effects of high and low presentation speed of animation indicated that high presentation speeds accentuated global events, whereas low speeds accentuates local events, but eye movements were primarily affected by the content rather than the presentation speed.

TL;DR: In this paper, the authors presented an ordered set of eight images depicting key stages of a kangaroo hop presented in a dynamic, successive or simultaneous format, and participants were asked to rearrange a random sequence of the eight kangaroos into the correct order of the hop.

TL;DR: In this article, a study aimed at analyzing how students deal with texts and how they deal with graphics when they try to integrate the two sources of information was carried out, which revealed fundamentally different functions of text and graphics, which are associated with different processing strategies.