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ANIMATION AND ELEARNING
ANIMATION AND ELEARNING
AVATARS, ACTORS, CHARACTERS (HUMANS)
ANIMATION AND ELEARNING
AVATARS, ACTORS, CHARACTERS (HUMANS)
EASIER TO CREATE
ANIMATION AND ELEARNING
AVATARS, ACTORS, CHARACTERS (HUMANS)
EASIER TO CREATE
MORE SOPHISTICATED INSTRUCTIONAL
DESIGN TECHNIQUE
BENEFITS OF ONLINE CHARACTERS
BENEFITS OF ONLINE CHARACTERS
Emotional, interactive characters bring social
intelligence to eLearn
BENEFITS OF ONLINE CHARACTERS
Emotional, interactive characters bring social
intelligence to eLearn
Simulating a social exchange and enhancing the
environment with an interactive character leads to
an increase in memory and trust of information.
BENEFITS OF ONLINE CHARACTERS
Emotional, interactive characters bring social
intelligence to eLearn
Simulating a social exchange and enhancing the
environment with an interactive character leads to an
increase in memory and trust of information.
The degree of character interactivity leads to
heightened realism improving the value of the learning
and interaction.
SOCIAL ROLES
SOCIAL ROLES
Expert Instructor – knowledgeable human: teacher,
coach, expert in the field of study, such as Doctor or
Financial Adviser.
SOCIAL ROLES
Peer Instructor – is the most popular social role in
animation for eLearning. Immediate social
connection to the learner. Either the sole character
on screen or as a coach to an additional character or
student.
SOCIAL ROLES
Cooperative Co-Learner - This character is
different in that they take the same course alongside
the student. This would include a third character
such as Peer or Teacher.
SOCIAL ROLES
Cooperative Co-Learner - This character is
different in that they take the same course alongside
the student. This would include a third character
such as Peer or Teacher.
VIDEO SAMPLE
http://www.learningsolutionsmag.com/articles/4
86/animated-%20%20%20%20%20characters-i
n-e-learning-the-benefits-and-social-roles.
ANIMATED CHARACTERS
Provide a social context
ANIMATED CHARACTERS
Provide a social context
Motivates learners
ANIMATED CHARACTERS
Provide a social context
Motivates learners
Improves cognition and recall
ANIMATED CHARACTERS
Provide a social context
Motivates learners
Improves cognition and recall
From the article Dalton explains (Dalton, Friedlander
2010), “Well-designed social roles, in which the characters
relate to, interact with, support, and work alongside the
student, provide the best learning outcomes.”
TOP 6 ANIMATION SOFTWARE
Go Animate:
TOP 6 ANIMATION SOFTWARE
Go Animate:
Cloud based software
TOP 6 ANIMATION SOFTWARE
Go Animate:
Cloud based software
No programming required
TOP 6 ANIMATION SOFTWARE
Go Animate:
Cloud based software
No programming required
Drag and Drop tools
TOP 6 ANIMATION SOFTWARE
Go Animate:
Cloud based software
No programming required
Drag and Drop tools
Costomizable – characters, props, sound, music
TOP 6 ANIMATION SOFTWARE
Go Animate:
Cloud based software
No programming required
Drag and Drop tools
Costomizable – characters, props, sound, music
Character movement is limited, poses not
consistent
VIDEO SAMPLE
http://goanimate.com/videos/05SpIaefUqYE?ut
m_source=linkshare&utm_medium=linkshare&
utm_campaign=usercontent
REFERENCES
Pappas, C. (2013). The top 6 animated video software in
the eLearning
market. Retrieved from: http://
elearningindustry.com/the-top-6-animated-
video-software-in-the-elearning-market.
Dalton, A., Friedlander, B. (2010). Animated Characters in
eLearning: The
Benefits and Social Roles. Retrieved from:
http://
www.learningsolutionsmag.com/articles/486/animated-char
acters- in-e-learning-the-benefits-and-social-roles.
REFERENCES
Reeves, Byron (2004). The Benefits of Interactive Online Characters.
The
Center for the Study of Language and Information. Stanford
University.
Lowe, R., Schnotz W. (2008). Learning with Animation: Research
Implications for Design Cambridge, New York: Cambridge
University
Press.
REFERENCES
Reeves, Byron (2004). The Benefits of Interactive Online
Characters.
The Center for the Study of Language and Information.
Stanford
University.
https://www.sitepal.com/pdf/casestudy/Stanford_University
_avatar_case_study.pdf
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