Understanding Simultaneity and Causality in Static Diagrams versus Animation

This study assesses how the mode of presentation affects the way in which people structure their mental models of a mechanical system, namely a flushing cistern. Subjects were assigned to one of three learning conditions: diagram only, 3-phases diagram, or animation. After learning the material, subjects generated written descriptions of the workings of the cistern. An analysis of temporal conjunctions used and the number of causal events mentioned indicates that for understanding simultaneity and causality, animation does not provide any benefit over seeing the same information in static diagrams.