Abstract
This study investigates the effects of decorative animations in a digital learning game for children on perceived animations' attractiveness, learning enjoyment, attention allocation, and learning outcomes. Children (N = 134; Grade 3 - 4) played one of two versions of the game for about 20 min (random assignment).
The first version contained little-to-no decorative animation. Certain visual elements from this version were embellished by decorative animations in the second version.
The elements had instructional purpose (they were not seductive details), but the animation itself did not have instructional purpose. The detailed decorative animation was strongly preferred by children after they were showed both versions of the graphics (d = 1.33), but not before (d = -0.15).
No between-group differences were detected in comprehension (d = -0.21), transfer (d = -0.14), and attention allocation, as measured by eye tracker (d = -0.10 - 0.27). The findings are explained in the terms of cognitive-affective theory of learning with media and cognitive load theory.
The findings suggest that it is worth developing detailed decorative animations in learning materials if the materials "compete" for children's attention with other entertainment multimedia content (e.g., when children browse a webpage with children's content in leisure time). In control settings, where children cannot chose materials to interact with (e.g., school), the decorative graphics embellishments may be less needed.