The illusion of understanding hypothesis asserts that, when people are learning with multimedia presentations, the addition of animation can affect metacognitive monitoring such that they perceive the presentation to be easier to understand and develop more optimistic metacomprehension. As a result, learners invest less cognitive effort when learning with animation. This study tested the illusion of understanding hypothesis with a randomized, double-blind, 2 × 2 factorial design using two different types of animation—representational and directive. Representational animation had a negative effect on learning, and directive animation had a positive effect. Both representational and directive animations induced illusion of understanding. Moreover, the animations induced multiple forms of the illusion. Consistent with expertise reversal effect, the animations induced more optimistic metacomprehension in low-proficiency learners but more pessimistic metacomprehension in high-proficiency learners.

Research shows that adding animation to multimedia presentations can have negative as well as positive effects on learning (Betrancourt, 2005; Betrancourt & Tversky, 2000; Höffler & Leutner, 2007; Tversky & Morrison, 2002). Multimedia theorists have postulated that animation can impede learning by perturbing metacognitive monitoring. In particular, animation can induce an illusion of understanding in which learners develop more optimistic metacomprehension. As a result, learners reduce their cognitive engagement when learning with animation (Betrancourt, 2005; Kühl, Scheiter, Gerjets, & Gemballa, 2011; Lewalter, 2003; Schnotz & Rasch, 2005).

Numerous studies have examined the effects of animation on learning, but few have systematically examined the effects of animation on metacognitive processes during learning. The present study fills this gap by examining claims made by the illusion of understanding hypothesis and the accuracy of performance standard hypothesis....