Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations?

Kühl, Tim; Scheiter, Katharina; Gerjets, Peter; Gemballa, Sven

doi:10.1016/j.compedu.2010.08.008

Cited by 84 publications

(47 citation statements)

References 31 publications

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“…This result is remarkable, considering that the DCVs only took them about 3 min to complete and the average amount of time a student needs to finish the osmosis assessment portion of the entire survey was 47 min. The finding resonates with Kühl et al's (2011) study that dynamic visualization condition outperformed those with text-only condition. In addition, the time spent on watching DCV (T DCV ) contributes significantly to the student's osmosis understanding.…”

Section: Student Feedbacksupporting

confidence: 80%

Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

Sung

Shen

Jiang

et al. 2017

RPTEL

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This study describes the impact of embedding dynamic computer visualization (DCV) in an online instrument that was designed to assess students' understanding of osmosis. The randomized posttest-only control group research was designed to compare the effect and the perceived helpfulness of the integration of DCV before and after the administration of an osmosis instrument. College students from three large classes (N = 640) were randomly assigned to participate in the research through an online system. Rasch-PCM was applied to determine the psychometric properties of the instrument and differentiate the student's understanding of osmosis. Welch two-sample t test was applied to examine whether there was significant discrepancy between groups. Multiple regressions analysis was conducted to evaluate the association between predictors and the student's understanding level, alluding to the performance on the online instrument. We found (a) the psychometric properties of the instrument with DCVs were reliable with good construct validity, (b) students who viewed DCV before they took the assessment performed better than those without, especially on solvation-related items, (c) students' time spent on the DCVs significantly contributed to their performance, (d) the current data analytics enabled us to study respondents' DCV navigation behavior, and (e) we summarized how participants perceived DCVs that are in the assessment. Educational implications and significance of this study is also discussed.

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Section: Student Feedbacksupporting

confidence: 80%

Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

Sung

Shen

Jiang

et al. 2017

RPTEL

View full text Add to dashboard Cite

show abstract

“…Some of these moderating factors include learners' processing resources, prior knowledge or ability, the relationship between the verbal and visual information, and the difficulty of the problem (e.g., Kalyuga, Chandler, & Sweller, 1998Kühl, Scheiter, Gerjets, & Gemballa, 2011;Sung & Mayer, 2012;van Merriënboer & Sweller, 2005).…”

mentioning

confidence: 99%

Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter

Cooper

Sidney

Alibali

2017

Applied Cognitive Psychology

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“…A study by Owens [5] showed a decrease in students' performance when animation was used as a supplementary material to traditional instructional methods. Kuhl et al [30] compared efficiency of learning using static versus dynamic instructional tools and observed no difference. Gerjets and Scheiter [31] and Paas et al [32] argue that 3-D animations lead to a cognitive overload and, subsequently, a decrease in learning.…”

Section: European Alliance For Innovationmentioning

confidence: 99%

A study of the effects of computer animation on college students’ learning of Leadership in Energy and Environmental Design - LEED

Nilforooshan¹,

Adamo-Villani²,

Dib³

2013

ICST Trans. e-Educ. e-Learn.

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This paper presents ongoing research aimed at investigating the efficacy of computer animations in improving college students' learning of building sustainability concepts and practices. The use of animations in educational contexts is not new, however scientific evidence that supports their effectiveness as educational materials is still limited. This paper reports an experiment that explored the impact of an educational digital animation, called "LEED-ERS", on college students' learning of Leadership in Energy and Environmental Design (LEED) rating system. Specifically, the animation focused on the LEED category of Sustainable Site. Results of a study with 68 students show that viewing the animation led to an increase in subjects' declarative knowledge by 15%. Compared to traditional learning methods (e.g. reading assignments with static images), viewing the animation led to significantly higher declarative knowledge gains.

show abstract

Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations?

Cited by 84 publications

References 31 publications

Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter

A study of the effects of computer animation on college students’ learning of Leadership in Energy and Environmental Design - LEED

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