Motion graphics as an educational tool that supports learning English vocabulary by Chinese students

Li, Zijun and Costa, Ana and Ceyhan, Pinar and Cruickshank, Leon (2026) Motion graphics as an educational tool that supports learning English vocabulary by Chinese students. PhD thesis, Lancaster University.

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Abstract

Motion graphics are a valuable tool for enhancing English vocabulary learning in primary schools, possessing the potential to increase student engagement and clarify concepts. However, a significant gap exists between their pedagogical potential and practical application. Existing implementations result in superficial content digitisation, encourage passive viewing, and cause cognitive overload. While existing research demonstrates the positive learning effects of motion graphics, there is a dearth of specific design guidelines to help practitioners overcome these challenges. Focusing on the context of Grade 2 English vocabulary instruction in Chinese primary schools, this study seeks to answer the question: How can motion graphics as an educational tool be designed to support English vocabulary learning for Chinese primary school children in a classroom setting? Adopting Educational Design Research as its overarching framework, this research employs qualitative methods, including semi-structured in-depth interviews and visual analysis, through a three-phase methodology of contextual inquiry, iterative design, and expert evaluation. The research yields three key findings: 1) it reveals a core ‘reconciliation paradox’, a tension between designing for cognitive efficiency, which requires simplicity, and for learning motivation, which thrives on novelty; 2) it uncovers a dual challenge in visual expression: the need to effectively connect abstract symbols with concrete understanding for students, and the finding that this connection collapses when the content is culturally inappropriate, thereby increasing cognitive load; 3) it finds that extraneous cognitive load arises not just from on-screen design, but from a lack of visual coherence across media, between the digital interface, the physical environment, and paper-based materials. This research culminates in three corresponding core design frameworks: 1) a Dynamic Regulatory Model proposes a method to address the paradox, guiding designers to make strategic decisions on both macro-level timing and micro-level design; 2) a framework for Constructing Effective Instructional Visual Expression advocates for synergistic decision-making, matching representational modes (abstract vs. concrete) with pedagogical goals while ensuring content is culturally and experientially relevant. 3) a cross-media ‘Visual Grammar’ for Reducing Cognitive Load expands the concept of clarity from a static on-screen issue to a dynamic, structural system of cues that creates a coherent learning path. This research contributes an evidence-rooted, context-driven set of design guidelines deeply embedded in the realities of Chinese primary school classrooms. It fills the gap between educational theory and design practice by translating abstract teaching needs into actionable strategies. The guidelines empower designers to create more pedagogically effective motion graphics.