Assessing dynamics in computer-based instruction

Pane, John F.; Corbett, Albert T.; John, Bonnie E.

doi:10.1145/238386.238482

Cited by 56 publications

(42 citation statements)

References 13 publications

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“…As a supplement to a biology course they were taking, junior high students interacted with the Advanced Computing for Science Education (ACSE) environment, which is a multimedia program incorporating textual information, still graphics, movies, and simulations (Pane, Corbett & John, 1996). Students using the ACSE program did not perform better than students using static graphics except for a slight advantage for information presented only in the ACSE program and not during the biology course lectures.…”

Section: Failures Of Animation To Benefitmentioning

confidence: 99%

“…Even more damaging to the motivation hypothesis is that animations are not universally preferred, and are often not used (e.g. Pane et al, 1996). Finally, and to foreshadow our next point, many animations, even elegant and natural ones, are difficult to perceive and understand, except perhaps by experts with extensive experience (e.g.…”

Section: Failures Of Animation To Benefitmentioning

confidence: 99%

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Animation: can it facilitate?

Tversky¹,

Morrison²,

Bétrancourt³

2002

International Journal of Human-Computer Studies

1,317

932

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Graphics have been used since ancient times to portray things that are inherently spatiovisual, like maps and building plans. More recently, graphics have been used to Portray things that are metaphorically spatiovisual, like graphs and organizational charts. The assumption is that graphics can facilitate comprehension, learning, memory, communication and inference. Assumptions aside, research on static graphics has shown that only carefully designed and appropriate graphics prove to be beneficial for conveying complex systems. Effective graphics conform to the Congruence Principle according to which the content and format of the graphic should correspond to the content and format of the concepts to be conveyed. From this, it follows that animated graphics should be effective in portraying change over time. Yet the research on the efficacy of animated over static graphics is not encouraging. In cases where animated graphics seem superior to static ones, scrutiny reveals lack of equivalence between animated and static graphics in content or procedures; the animated graphics convey more information or involve interactivity. Animations of events may be ineffective because animations violate the second principle of good graphics, the Apprehension Principle, according to which graphics should be accurately perceived and appropriately conceived. Animations are often too complex or too fast to be accurately perceived. Moreover, many continuous events are conceived of as sequences of discrete steps. Judicious use of interactivity may overcome both these disadvantages. Animations may be more effective than comparable static graphics in situations other than conveying complex systems, for example, for real time reorientations in time and space. #

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Section: Failures Of Animation To Benefitmentioning

confidence: 99%

Section: Failures Of Animation To Benefitmentioning

confidence: 99%

Animation: can it facilitate?

Tversky¹,

Morrison²,

Bétrancourt³

2002

International Journal of Human-Computer Studies

1,317

932

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“…The analysts were given two documents with which to do their analyses: the 35-page user interface specification of the ACSE multimedia authoring system, Figure 2, (Gallagher & Meter, 1993) and a 55-page target multimedia document (Pane, Corbett & John, 1996). They were also given two forms to fill out as they did their analyses: a diary form (adapted from Rieman, 1993) and a problem description report (PDR, adapted from Jeffries, Miller, Wharton & Uyeda, 1991).…”

Section: Materials and Proceduresmentioning

confidence: 99%

“…These tasks were constructed from an actual biology lesson built with an earlier version of the Builder (Pane et al, 1996). We included creation and John & Marks p. 11 Tracking the Effectiveness of Usability Evaluation Methods modification tasks and exercised the major features of the Builder (text, graphics, animation, code, table of contents, glossary, bookmarks, etc.).…”

Section: Tasksmentioning

confidence: 99%

Tracking the effectiveness of usability evaluation methods

John¹,

Marks²

1997

Behaviour & Information Technology

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We present a case study that tracks usability problems predicted with six usability evaluation methods (Claims Analysis, Cognitive Walkthrough, GOMS, Heuristic Evaluation, User Action Notation, and simply reading the specification) through a development process. We assess the methods' predictive power by comparing the predictions to the results of user tests. We assess the methods' persuasive power by seeing how many problems led to changes in the implemented code. We assess design-change effectiveness by user testing the resulting new versions of the system. We conclude that predictive methods are not as effective as the HCI field would like and discuss directions for future research.

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“…However, many studies have found that animations by themselves do not improve performance (Byrne, Catrambone, & Stasko, 1999;Mayer & Anderson, 1991;Palmiter & Elkerton, 1993;Palmiter, Elkerton, & Baggett, 1991;Rieber, Boyce, & Assad, 1990) unless they provide more information than static images (Pane, Corbett, & John, 1996;Tversky, Morrison, & Betrancourt, 2002). The finding that animations by themselves do not improve performance has led many researchers to question their usefulness (Palmiter & Elkerton, 1993;Pane et al, 1996), suggesting that animations should be used only in very limited situations, i.e. only when necessary and when the animation is not too difficult to use (Betrancourt & Tversky, 2000).…”

Section: Security Classification Of: 17 Limitation Of Abstractmentioning

confidence: 99%