LAUSR

Much research has supported the notion that adding relevant animations to science text can positively impact learning. Can relevant animations also provide an opportunity to address other issues that affect learning, specifically situations when learners are explicitly placed under stereotype threat? The current study extends work on both animations and stereotype threat by examining whether relevant imagery can positively address issues of stereotype threat. Participants were placed under threat or not, and then read a science text that was either illustrated or not. Results replicated the broad effects of both stereotype threat and animations, but also found that these factors interact. Specifically, the presence of animations seemed to negate the negative effects of primed maladaptive stereotypes. This suggests that relevant animations do have an insulating effect on learners relative to stereotype threat and may protect them from salient assaults on their perceived ability to learn science material.