Handbook of research for educational communications and technology
Subject: 26.4.3 Dynamic Pictures and Knowledge Acquisition

In this section, author reviews earlier and recent studies of examining the effect of dynamic visuals on learning. It concludes that there is no rationale of incorporating animation or other special effects into instruction existing because of the inconsistent results of studies. The inconsistent results derive from (1) the lack of appropriate controls, (2) the flawed methodologies or rationales,(3) the neglect of the work on memory models and theories of picture perception, and (4)the unclassified functional roles of visuals in instructional materials. However, investigators still make valuable contributions. Riber (1990), for example, presented three design recommendations for the use of animated visuals in instructional materials. Park and Hopkins (1993) identified five important instructional roles of animated visuals. Contributions of Riber, and Park and Hopkins, have provided a starting point for further work though the refinement and validation of their suggested functional framework are still needed.

There is a brief summary of several functional frameworks in static visual research on Ch26.4.2.3 and lots relative studies summarized in Table 26-1 and26-3. Conversely, the research on the effects of dynamic visuals is very limited.

The suggestions for further research on dynamic visuals on learning provided by Jonassen (1996) are as following:

In any case, further research investigating the effects of dynamic visuals displays on learning should:(a) be based on a functional framework (i.e., Riber, Park & Hopkins),(b) include content for which external visual information is needed and which requires the illustration of motion or the trajectory of an object, and (c)control for the effect of static graphics. (P.786) Besides, further research should derive from theories of picture perception and incorporate memory models.
That elicits my interests on reading those two scopes.The theories of picture perception represent on Ch26.2 and the memory models are described on Ch26.3.