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A study of the effects of different animations on germane cognitive load during intangible cultural heritage instruction

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Abstract

This paper studies the effect of learning efficiency through various animations in conjunction with instructional teaching of traditional Intangible Cultural Heritage (ICH) crafts projects. The germane cognitive load (GCL) is defined as an investment in cognitive resources for schema development and automation. This study employs four instructional experiments to assess schema construction and automation learning activities facilitated by four common types of animations in a curriculum setting. Additionally, comment collection and sentiment word summarization were conducted during other courses in ICH that examined Xiaoyu bamboo animation. Amongst four animations, motion graphics (MG) animation significantly enhanced learners' GCL and learning validity, and they also received positive comments from non-experimental students. Meanwhile, the 3D animation greatly affected learners' satisfaction with learning. This research analysis is based on the survey responses from a group of university students (n = 207) who participated in an ICH animation course in the Yiyang region of Hunan province, China. The study's findings indicate that two groups of animations, specifically based on the dimensions of validity and satisfaction, MG and 3D groups, using principles of GCL, have positively influenced students' understanding of traditional ICH. These different animation research results offered valuable insights for developing GCL, supporting the positive practical advancement in ICH.

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Funding

This paper was supported by one research grant: The 2021 Scientific Research Fund of Hunan Provincial Education Department, China. Youth Project (Grant No. 21B0869).

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Authors and Affiliations

  1. School of Arts, Universiti Sains Malaysia, 11800, Penang, Malaysia

    Shu Chen, Norfarizah Mohd Bakhir & Yang Yu

  2. Hunan Arts and Crafts Vocational College, Yiyang, 413000, China

    Shu Chen & Xiaoting Liu

Authors
  1. Shu Chen
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  2. Xiaoting Liu
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  3. Norfarizah Mohd Bakhir
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  4. Yang Yu
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Contributions

First author: Conceptualization, Idea, Writing–original draft, Funding acquisition, and Revision. Second author: Formal analysis, Investigation, Supervision. Third author: Supervision and Revision.

Corresponding author

Correspondence to Norfarizah Mohd Bakhir.

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There is no potential conflict of interest, as we conducted this study only because of our research interests. The authors have no competing interests to declare that are relevant to the content of this article.

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Appendix 1

Appendix 1

SUS (System Usability Scale)

  1. 1.

    I think I will follow Xiaoyu bamboo arts regularly.

  2. 2.

    I feel that the animation is too complicated.

  3. 3.

    I think the animation is easy to understand.

  4. 4.

    I think I need the help of my teacher to understand this animation.

  5. 5.

    I found the many elements of this animation to bring together the culture of the Xiaoyu bamboo arts item very well.

  6. 6.

    I think most people will understand this animation very quickly.

  7. 7.

    I think the content of this animation is too different from the culture of Xiaoyu bamboo arts.

  8. 8.

    I found this animation to be very troublesome to watch.

  9. 9.

    I felt very confident in Chinese local culture when watching this animation.

  10. 10.

    I had a lot to learn about this animation before I could understand it.

Animation Content Test (Objective performance indicators)

  1. 1.

    Which level is the xiaoyu bamboo art?

  2. 2.

    What are the correct steps for the craft of Xiaoyu bamboo art?

  3. 3.

    Which is the characteristic homemade craft of Xiaoyu bamboo art?

  4. 4.

    What is the final step of the Xiaoyu bamboo art production process?

  5. 5.

    Who is the heir to the Xiaoyu bamboo art？

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Chen, S., Liu, X., Bakhir, N.M. et al. A study of the effects of different animations on germane cognitive load during intangible cultural heritage instruction. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12567-5

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  • DOI: https://doi.org/10.1007/s10639-024-12567-5

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