The use of animations has recently become common in multimedia teaching and learning. Animations are assumed to increase interest and motivation, direct attention, illustrate procedures, and explain how things work. Recent research shows that animations are not inherently effective.

Their educational effectiveness depends on how the characteristics of animations interact with the psychological functioning of the learner. Clarifying and integrating the major themes of current research, this book explores requirements for the principled design of learning resources that incorporate animation. Such materials can only be successful if their design reflects principles governing how learners develop understandings with animations, and the goal of this book is to improve the way educational animations are designed and used within a variety of learning contexts.