Most Of These Studies And Research Have Indicated That Learning Is

Most of these studies and research have indicated that learning is increasingly improved with the aid of computer-based tools.
This is supported by several solid theoretical foundations which are necessary to explain and justify the use of animation in computer based learning. The rationale for use of animation in computer graphics and computer based learning is given by several perceptual theories that explain why designers and web developers prefer the use of animation in CBI worldwide. Perceptual theories and Dual coding theories are both important to explain and support the use of animation in CBI. A proper analysis of both these theories helps in guiding decision making of instructional applications of animation. Rieber and Kini (1991) have defined computer animation graphics as a series of rapidly changing computer screen displays that give illusions of movement. The authors claim that animation on computer, film, video is not a real motion but only a representation of motion and this illusion of motion seems to operate on 'draw, erase, change position, draw, erase' and such routine mechanical instruction that is repeated in every operation and produces an 'illusion' of motion. However there is no firm basis according to which the use of animation could be explained. There have been several controversial discussions on the use of animation. One on the one hand, visuals can bring about distraction effects and on the other graphics can also enhance learning. In recent years the increased use of animated graphics has led to the availability of animations in CBI worldwide. Levin, Lentz and others have tried to highlight on the necessity of a congruency between the learning task and associated instructional activities.
The two major applications for using animation seem to be 1. Animation used as a presentation strategy and 2.all practice activities involving interactive animated graphics. Practice activities, lesson plans, presentation strategies are all enhanced by animated graphics both in their applicability and in their effectiveness as audio-visual media. According to Rieber, (1991) 'Efficacy of animated presentations appears particularly dependent on task requirements, cognitive load, and selective attention' (p.86). This statement of Rieber's has several implications suggesting the nature of learners, their personal abilities and requirements, the cognitive tasks that they can handle at a specific time and the attentional features required in the learners are all associated features along the program itself which will need certain unique applications and tools as graphic features that can serve to complement the entire instructional program. Learner abilities and necessities act in unison with technical necessities inherent in the instructional program to aid in the construction of a CBI learning content.