Download Learning human motor skills from instructional animations: A mirror

Learning human motor-skills effectively from animations
Paul Ayres
University of New South Wales, Sydney Australia
Abstract:
The aim of this presentation is to provide an explanation for why instructional animations can
lead to effective learning of human motor-skills. Up until a few years ago dynamic
representations (animations) had a very mixed record as a learning tool. They were often
found to be no better or sometimes inferior to static representations. However, more recently,
evidence has emerged that in terms of learning about human movement, animations have a
distinct advantage. Although considerable research has been conducted into animations most
researchers have failed to reach a consensus on why it is generally found to be ineffective.
Nevertheless one plausible explanation has been proposed by cognitive load theory
researchers who have identified the transitory nature of animations as a potential problem.
Highly transitory information requires learners to process new information while
simultaneously trying to remember and integrate past information. It therefore can be highly
demanding on working memory leading to a loss of focus on learning. But in the case of
human movement it has been proposed that humans have evolved to effortlessly learn certain
types of primary knowledge such as movement. This is made possible by mirror neurons, that
enable humans to observe and copy certain types of motor skills without an excessive burden
on working memory. This presentation concludes that the newly discovered mirror-neuron
system provides a neuro-scientific explanation for the success of instructional animations in
learning about human motor-skills.