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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.