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<p>The influence of the interaction between accent and learning styles on learners’ learning is an important issue to be considered in online animation design and application. The objective of this study is to reveal the effects of accent and learning styles on processing fluency, cognitive load, judgments of learning (JOLs), and learning effect. The current study investigated the influence of accent and learning styles on online animation learning, which used a 2 (Mandarin vs. dialect) × 2 (sequential vs. global) experimental design. The results showed that accent and learning styles had significant differences on the processing fluency, JOLs, extraneous cognitive load of online animation learning. The accent and learning styles affected the subjective factors such as processing fluency, cognitive load, and JOLs, but this did not affect the objective learning effect. Global learners and sequential learners had different responses to the accent of online animation. This study provides important reference for the design and application of online learning educational resources represented by animations.</p>

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Influence of accent and learning styles on online animation learning

  • 期刊论文

  • 发表日期：

    2026年6月2日

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  • Yanli Zhang,
  • Hai Zhang,
  • Yining Wang,
  • Jungang Li,
  • Hanxi Wang

摘要

The influence of the interaction between accent and learning styles on learners’ learning is an important issue to be considered in online animation design and application. The objective of this study is to reveal the effects of accent and learning styles on processing fluency, cognitive load, judgments of learning (JOLs), and learning effect. The current study investigated the influence of accent and learning styles on online animation learning, which used a 2 (Mandarin vs. dialect) × 2 (sequential vs. global) experimental design. The results showed that accent and learning styles had significant differences on the processing fluency, JOLs, extraneous cognitive load of online animation learning. The accent and learning styles affected the subjective factors such as processing fluency, cognitive load, and JOLs, but this did not affect the objective learning effect. Global learners and sequential learners had different responses to the accent of online animation. This study provides important reference for the design and application of online learning educational resources represented by animations.