International Journal of Human Research and Social Science Studies

This systematic review investigates the impact of educational animation and multimedia applications on student learning outcomes by synthesizing findings from sixteen empirical studies published between 2021 and 2026. Using the PRISMA four-phase framework identification, screening, eligibility, and inclusion the study systematically filtered an initial pool of 2,989 articles down to a final dataset of relevant research . The review adopts an integrative analytical approach, combining qualitative, quantitative, and mixed-method studies to identify recurring themes and patterns. Findings reveal that educational animation significantly enhances learning through three primary dimensions: cognitive processing, emotional engagement, and instructional design. First, animation supports cognitive and perceptual processes by simplifying abstract concepts, guiding attention, and reducing cognitive load through multimodal representations such as augmented reality (AR), virtual reality (VR), and dynamic visualizations. Second, animation contributes to increased motivation and emotional engagement, with interactive and emotionally designed content fostering sustained attention, curiosity, and active participation. Game-based and immersive environments, in particular, demonstrate strong motivational effects by stimulating emotional and reward systems. Third, the effectiveness of animation is closely tied to instructional design features, including pacing, interactivity, narrative elements, and alignment with pedagogical theories such as the Cognitive Theory of Multimedia Learning. Evidence suggests that animation alone does not guarantee improved outcomes; rather, its impact depends on purposeful, theory-driven implementation. Overall, the review concludes that educational animation is a powerful instructional tool when strategically designed, offering significant benefits for comprehension, engagement, and learning performance in modern digital education environments.

Animation, digital learning, education, outcome.

1. Albus, P., Vogt, A., & Seufert, T. (2021). Signaling in virtual realityinfluences learning outcomeand cognitive load. Computers & Education, 104154. https://doi.org/10.1016/j.compedu.2021.104154
2. Anttonen, R., Kiili, K., Raikkonen, E., & Kiili, C. (2024). Storifying instructional videos on online credibility evaluation: Examining engagement and learning. Computers in Human Behavior, 108385. https://doi.org/10.1016/j.chb.2024.108385
3. Ayres, P., & Paas, F. (2012). Cognitive load theory: New directions and challenges. AppliedCognitive Psychology, 26(6), 827–832.
4. Bezençon, V., De Santo, A., Holzer, A., & Lanz, B. (2023). Escape Addict: A digital escape room for the prevention of addictions and risky behaviors in schools. Computers & Education, 104798. https://doi.org/10.1016/j.compedu.2023.104798
5. Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.
6. Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3-D virtual environments? British Journalof Educational Technology, 41(1), 10–32.
7. D´esiron, J. C., & Schneider, S. (2024). Listen closely:Prosodic signals in podcast supportlearning. Computers & Education, 105051.https://doi.org/10.1016/j.compedu.2024.105051
8. Eitel, A., &Scheiter, K. (2015).Signals in multimedia learning: A meta-analysis. Educational Research Review, 17, 1–18.
9. Endres, T., Vossing, C., Renninger, K. A., Eitel, A., & Renkl, A. (2025). Sustaining focus when it's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives. Computers & Education, 105313. https://doi.org/10.1016/j.compedu.2025.105313
10. Fiorella, L. (2020). The science of drawing and memory. Educational Psychology Review, 32, 1119–1147.
11. Fiorella, L., & Mayer, R. E. (2021). Learning as a generative activity: Eight learning strategies that promote understanding (2nd ed.). Cambridge University Press.
12. Fiorella, L., &Zhang, Q. (2022).Signaling in visual learningenvironments: A meta-analysis.
13. Educational Psychology Review,34, 1–28.
14. Greipl, S., Klein, E., Lindstedt, A., Kiili, K., Moeller, K., Karnath, H.-O., Bahnmueller, J., Bloechle, J., & Ninaus, M. (2021). When the brain comes into play: Neurofunctional correlates of emotions and reward in game-based learning. Computers in Human Behavior, 106946. https://doi.org/10.1016/j.chb.2021.106946
15. Hamari, J., Shernoff, D., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179.
16. Hasenbein, L., Stark, P., Trautwein, U., Queiroz, A. C. M., Bailenson, J., Hahn, J.-U., & Gollner, R. (2022). Learning with simulated virtual classmates: Effects of social-related configurations on students’ visual attention and learning experiences in an immersive virtual reality classroom. Computers in Human Behavior, 107282. https://doi.org/10.1016/j.chb.2022.107282
17. Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21(6), 713–729.
18. Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722–738.
19. Johnson-Glenberg, M. C. (2018). Immersive VR and education: Embodied design principles that include gesture and hand controls. Frontiers in Robotics and AI, 5, 81.
20. Karim, S. N. M., Karim, A. A., & Kamsin, I. F. (2024). FizaAR: An augmented reality learning kit integrating Social Cognitive Theory in learning physics. International Journal of Information and Education Technology.
21. Kiili, C., Kiili, K., Raikkonen, E., & Coiro, J. (2025). Explicit video-based instruction enhanced students’ online credibility evaluation skills: Did storifying instruction matter? Computers & Education, 105252. https://doi.org/10.1016/j.compedu.2025.105252
22. Laakso, N. L., Korhonen, T. S., & Hakkarainen, K. P. J. (2021). Developing students’ digital competences through collaborative game design. Computers & Education, 104308. https://doi.org/10.1016/j.compedu.2021.104308
23. Liu, X., & Cui, Y. (2025). Eye-tracking technology for examining cognitiveprocesses in education: A systematic review.Computers & Education, 105263. https://doi.org/10.1016/j.compedu.2025.105263
24. Low, R. K. (2003). Animation and learning: Value for money? Australian Journalof Education, 47(3), 266–279.
25. Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive VR in education. Educational Technology Research& Development, 66, 1141–1161.
26. Mayer, R. E. (2005). The Cambridgehandbook of multimedia learning. Cambridge University Press. Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
27. Mayer, R. E., & Fiorella,L. (2022). Principles for reducing extraneous processing in multimedia learning. Journal of Applied Research in Memory and Cognition, 11(3), 350–360.
28. Mayer, R. E., & Moreno,R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87–99.
29. Merkt, M., Hoppe, A., Bruns, G., Ewerth,R., & Huff, M. (2022).Pushing the button: Why do learners pauseonline videos? Computers & Education,104355. https://doi.org/10.1016/j.compedu.2021.104355
30. Mikropoulos,T. A., & Natsis, A. (2021). Educational virtualenvironments: A ten-yearreview of empirical research. Computers & Education, 68, 1–14.
31. Moher, D., Liberati,A., Tetzlaff, J., & Altman,D. G. (2009). Preferredreporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097.
32. Moreno, R. (2007).Optimising learning from animations by minimising cognitiveload. Applied Cognitive Psychology, 21, 761–776.
33. Moreno, R., &Mayer, R. E. (1999). Cognitive principles of multimedia learning. Journal of Educational Psychology, 91(2), 358–368.
34. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design. Educational Psychologist, 38(1), 1–4.
35. Parker, M. J., Bunch, M., & Pike, A. (2024).Is anybody watching? A multi-factor motivational framework for educational video engagement. Computers& Education, 105148. https://doi.org/10.1016/j.compedu.2024.105148
36. Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128–140.
37. Plass, J. L., & Kaplan,U. (2016). Emotional design in digitalmedia for learning. In S. Tettegah& M. Gartmeier (Eds.), Emotions, technology, design, and learning (pp. 131–162). Academic Press.
38. Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283.
39. Renkl, A., &Atkinson, R. K. (2007). Interactive learningenvironments: Cognitive supportfor learning with worked examples. Educational Psychology Review, 19(3), 375–386.
40. Schubert, T. (2009).Anew conception of presence: Travelsin the shifting landscapes of virtual reality. Presence, 18, 142–144.
41. Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos. Learning and Instruction, 14, 293–305.
42. Schnotz, W., & Lowe, R. (2008). A unified view of learning from animated and static graphics. In R. Lowe & W. Schnotz (Eds.), Learning with animation (pp. 304–356). Cambridge University Press.
43. Sweller, J. (2011).Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76.
44. Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247–262.
45. Um, E., Plass,J. L., Hayward, E. O., & Homer,B. D. (2012). Emotionaldesign in multimedia learning. Journalof Educational Psychology, 104(2), 485–498.
46. van Gog, T., & Scheiter,K. (2010). Eye trackingas a tool to study and enhance multimedia learning. Learningand Instruction, 20, 95–99.
47. Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. (2013). A meta-analysis of the cognitive and motivational effectsof serious games. Journal of Educational Psychology, 105(2), 249–265.
48. Yang, F.-Y., & Wang, H.-Y. (2023). Tracking visual attention during learning of complex science concepts with augmented 3D visualizations. Computers & Education, 104659. https://doi.org/10.1016/j.compedu.2022.104659
49. Za’ba, N., Ismail,Z., & Abdullah, A. H. (2020).Preparing student teachers to teach mathematics with GeoGebra. Universal Journal of Educational Research.
50. Zhang, J. S., de Koning,B. B., Paas, F., Huo, J., Fu, Q., Duan,Y., Lin, Y., Jin, X., Hu, X., & Cheng,J. (2023). Effects of mouse pointing on learning from labeled and unlabeled split-attention materials: An eye-tracking study. Computers in Human Behavior, 107673. https://doi.org/10.1016/j.chb.2023.107673