Dynamic media are those including sound, voice, animation, video, (interactive-) and simulations. Compared to static media, dynamic media represent unstable information from the point of view of the observer. The flow of the information is normally beyond the control of the observer. These characteristics represent a challenge for the information acquisition process. Tools for the production of dynamic media are just recently available for non-professional developers. Current tools enable a differentiated group of media designers to develop presentations. Hence, due to the fact that also pedagogically untrained developers easily can apply the new information technology, guidelines for this media category is particularly needed. The following guidelines also include older studies applied to use of video, and television.

It is difficult to utilise the embedded dynamic information in dynamic presentations. The reason seems to be that full dynamic presentations of complex information can cause cognitive information overflow preventing the additional information and the integration of the information to be accomplished. The implementation of information flow control would yield insufficient support as long as an incentive to use it is lacking in the learning context. Another means could be to structure the dynamic presentation into sequences with natural brakes, in which reflections about the learning material is encouraged.

For example, when a learner needs to remember a small amount of verbal information for a short period of time, information that is presented via the auditory medium is generally remembered better than information that is presented via text. There are very consistent results on what learners recall and recognise better when using sound than with text for such tasks. [Najjar01]

To communicate motion-based information that changes continuously over time, when it is important to show how the information changes over time, animation or video appear to be best. [Guttormsen01c] [Guttormsen99b] [Guttormsen00a] [Guttormsen01b]

Dynamic media can be useful as a device model for forming a mental image, of domain knowledge. In order to effectively represent certain domain knowledge which include movement and action. E.g. visually electronic systems or blood flow in the human body. Particularly graphical animations are useful to represent system structures and functions, which are not directly observable (e.g. electricity flow, physiological functions). [Guttormsen01c] [Guttormsen99b] [Guttormsen00a] [Guttormsen01b] [Park93]

Dynamic presentations (when well designed) implicitly offer more cues about the dynamic information content, e.g. aspects related to duration and contiguity of the events.

E.g. actual movements of various gauges in an aeroplane cockpit can be displayed through dynamic visual presentations to teach the causal relationships among the components. [Guttormsen01c] [Guttormsen99b] [Guttormsen00a] [Guttormsen01b]

Abstract and symbolic processes (e.g. velocity) become concrete and directly observable when they are directly represented with computer-controlled animation. Dynamic media can be useful as a visual analogy or reasoning anchor for understanding abstract and symbolic concepts or processes. E.g. for physics concepts involving a time dependent process or trajectory, a graphical animation is suitable. A visual analogy may help students build a mental model and therefore support the thinking process in problem solving. [Park93]

Visual information can be used to illustrate structural, functional or procedural relationships among components in a specific domain, e.g. dynamic features can explain sequential relationships of procedural actions in electronic troubleshooting. [Park93]

A small number of studies suggest that animations and videos may also improve verbal information learning. However, additional studies must be performed before we can extend this principle to media combinations other than illustrations with textual or auditory verbal information. [Najjar01]

E.g. sophisticated relational reactions occurring simultaneously among many different components in a complex system or among chemical materials. This is difficult to explain verbally because then one can only present information, which actually proceeds parallel in a sequential manner. [Najjar01]

E.g. visualisation of special relational movements among many different gauges in an aeroplane cockpit can be highlighted in order to focus the student's attention by animating only relevant features of a visual display. [Najjar01]

Animations do not guarantee high learning performance for process-oriented information. High quality informative pictures can compete with animated presentations. [Guttormsen00c]

Guttormsen Schär, S., Kaiser, J., Krueger H. (1999). Multimedia: the effect of picture, voice & text for the learning of concepts and principles. In Bullinger H. J., Ziegler, J. (eds.). HCI International'99, 8th International Conference on Human-Computer Interaction, Munich, Germany, August 22-27.

Guttormsen Schär, S. and Krueger, H. (2000). Using new learning technologies with multimedia. IEEE MultiMedia Magazine. 2000 (July-September 2000).

Guttormsen Schär, S., Zuberbühler, H.J., Krueger, H. (2000). A comparison of static and dynamic media types for process oriented learning tasks. In Bourdeau, J., Heller, R. (eds.). ED-MEDIA 2000, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Montreal Canada, June 26 - July 1. Available as pdf.

Guttormsen Schär, S., Kaiser, J., Zuberbühler, H.J., Zimmermann, P., Krueger, H. (2001). Complex information representation with multimedia. Studies on the influence of static and dynamic media types. Mensch-Computer-Interaktion (HCI) im 21. Jahrhundert. Symposium zur Eröffnung der "OCG Aussenstelle Graz", Graz, January 16.

Guttormsen Schär, S., Krueger, H. (2001). Empirical research on the effect of dynamic media for information presentation. In Proc. of the 4th International Workshop ICL2001, Interactive Computer aided Learning - Experiences and visions, Villach, Austria, September 26-28. Available as pdf.

Najjar, L.J. (2001). Principles of educational multimedia user interface design. In Andrews, R.W.S.D.H (ed.). Readings in training and simulation. Santa Monica, CA, pp. 146-158.

Park, O.-C., Hopkins, R. (1993). Instructional conditions for using visual displays. A review. Instructions Science, vol. 21, pp. 427-449.