There is a strongly held belief that the use of animation in multimedia instruction can enhance learning. While the research literature is somewhat mixed, animation, when used along with sound instructional principles, can have a significant impact on learning (Mayer, 2002; Hansen, Narayanan, & Hegarty, 2002). This research effort investigated the use of animations in a performance-aiding environment in order to derive basic guidance for the use of animated graphic material for delivery in electronic performance support applications. Earlier pilot research showed many participants failed to engage animations provided. Thus, the current study investigated not only possible components of animation presentation (animation, text and narration) and their contributions to task performance, but the frequency of use and control of the animation, as well.

Ninety participants were assigned to one of the six conditions of a 2 x 3 (User Control by Modality) between-subject experimental design. The two levels of User Control included participant initiated animation or system initiated animation. The three levels of Modality included 1) animation alone, 2) animation with text, or 3) animation with a corresponding vocal narration of the text instruction. Participants were asked to assemble a thirteen piece wooden puzzle by following instructions delivered on a laptop computer. Dependent measures were time to task completion, accuracy of task performance, and frequency of animation use. Individual difference measures such as spatial ability and goal orientation were also collected.

Results showed that participants who interacted with the animation more often and who showed higher levels of spatial ability were more accurate in task performance. This paper will describe the results of this study and discuss the possible implications for the use and design of animation in the context of performance support.