02018nas a2200133   4500000000100000008004100001100001300042700001700055700002200072700001200094245012500106856015100231520150200382       2024                            d1 aShu Chen1 aXiaoting Liu1 aNorfarizah Bakhir1 aYang Yu00aA study of the effects of different animations on germane cognitive load during intangible cultural heritage instruction  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85187943087&doi=10.1007%2fs10639-024-12567-5&partnerID=40&md5=db8f73dcd53aa31e4e3e4de0b26fa7433 aThis paper studies the effect of learning efficiency through various animations in conjunction with instructional teaching of traditional Intangible Cultural Heritage (ICH) crafts projects. The germane cognitive load (GCL) is defined as an investment in cognitive resources for schema development and automation. This study employs four instructional experiments to assess schema construction and automation learning activities facilitated by four common types of animations in a curriculum setting. Additionally, comment collection and sentiment word summarization were conducted during other courses in ICH that examined Xiaoyu bamboo animation. Amongst four animations, motion graphics (MG) animation significantly enhanced learners  GCL and learning validity, and they also received positive comments from non-experimental students. Meanwhile, the 3D animation greatly affected learners  satisfaction with learning. This research analysis is based on the survey responses from a group of university students (n = 207) who participated in an ICH animation course in the Yiyang region of Hunan province, China. The study s findings indicate that two groups of animations, specifically based on the dimensions of validity and satisfaction, MG and 3D groups, using principles of GCL, have positively influenced students  understanding of traditional ICH. These different animation research results offered valuable insights for developing GCL, supporting the positive practical advancement in ICH.