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2 Learning from Different Kinds of Animations In a second study, Schnotz and Rasch (2005) analysed the effects of different kinds of animations. Based on the previous experiment, it was assumed that 28 W. Schnotz manipulation pictures have primarily an enabling function, which is especially important for time-difference questions, whereas simulation pictures have primarily a facilitating function, which is especially important for circumnavigation questions. 26 university students participated in the study.
However, simulation pictures make the process of mental simulation too easy, because the learner can watch the simulation and follow it in a relatively passive mode. In this case, the use of simulation pictures shifts the task difficulty out of the learner’s ZPD (-facilitation) 36 W. Schnotz The use of simulation pictures reduced the difficulty of the mental simulation dramatically. Learners are now able to click on a few buttons in order to see a picture of the earth rotating around its axis. Thus, they did not have to infer the movement of the earth any more without external support.
Schnotz manipulation pictures have primarily an enabling function, which is especially important for time-difference questions, whereas simulation pictures have primarily a facilitating function, which is especially important for circumnavigation questions. 26 university students participated in the study. The learning material was the same as in the previous study except that one group received a text including only manipulation pictures, whereas the other group received a text including only simulation pictures.