Evaluating the educational impact of visualization

Naps, Thomas L.; Cooper, Stephen; Koldehofe, Boris; Leska, Charles; Rößling, Guido; Dann, Wanda; Korhonen, Ari; Malmi, Lauri; Rantakokko, Jarmo; Ross, Rocky; Anderson, Jay; Fleischer, Rudolf; Kuittinen, Marja; McNally, Myles

doi:10.1145/960492.960540

Cited by 92 publications

(39 citation statements)

References 14 publications

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“…The lack of improvement in correct responses to the recall and transfer tests, shows an increase in student understands of these fundamental concepts were not detected. This supports the view that 'continuous animation offers no real advantage to achieve more effective student understanding of complex computer concepts [20,21].It is therefore considered possible that CD animations included with textbooks, or on-line links to multi-media resources, will not necessarily improve student understanding above that expected from a static diagram. The analysis revealed that the high prior knowledge group of students that viewed the 2-D version showed statistical differences in the recall score, where they performed better compared to the students who viewed the 3-D version.…”

Section: Discussionmentioning

confidence: 52%

Animation and prior knowledge in a multimedia application: A case study on undergraduate computer science students in learning

Rias

Yusof

2012

2012 Second International Conference on Digital Information and Communication Technology and It's Applications (DICTAP)

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We conducted two experiments to examine the effects that prior knowledge and different types of animation have on student understanding. Students were identified as either low or high prior knowledge from a series of questions asked in a prior knowledge survey conducted on computer science undergraduate students. The subject domain chosen for this study is a topic taught to undergraduates in the field of Computer Sciences, in the subject of Operating Systems, i.e., Memory Management Concepts. This case study utilizes two different versions of multimedia application, each one differing from the other in the type of animation. A total of 73 students took part in this experiment. Across the two studies, we used two types of tests; recall and transfer of knowledge to evaluate student understanding on a particular topic. Early results indicate that multimedia application with 3-D animations do not have significant impact on student recall and transfer of knowledge as compared to 2-D version of animated learning.

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Section: Discussionmentioning

confidence: 52%

Animation and prior knowledge in a multimedia application: A case study on undergraduate computer science students in learning

Rias

Yusof

2012

2012 Second International Conference on Digital Information and Communication Technology and It's Applications (DICTAP)

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“…The above citation from Stern et al supports the observation that there is a common belief among engineering instructors that visualization tools enhance students' understanding of engineering principles and their application to problems [8,9]. However, existing research provides little evidence to support this belief.…”

Section: Introductionmentioning

confidence: 93%

Civil Engineering Education in a Visualization Environment: Experiences with VizClass

Grimes

Warschauer

Hutchinson

et al. 2006

J of Engineering Edu

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VizClass, a university classroom visualization environment, was developed to bridge the gap between high-tech engineering practice and low-tech engineering pedagogy. It contains a suite of digital whiteboards, a three-dimensional stereoscopic display, and specialized software for engineering visualization. Through observations, interviews, surveys, and examination of student work, we investigated student and teacher attitudes toward VizClass and its effect on teaching and learning processes. Observed benefits of teaching in the new environment include increased ability of faculty to visually explain complex problems, increased ability of students to conceptualize engineering problems, and increased engagement of students in after-class collaboration.

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“…The reason for this usage pattern is possibly that teachers face substantial impediments when they try to use such visualization tools in their teaching [14]. Hence, an effective way to increase the use of dynamic visualization in classrooms is to develop and disseminate standalone interactive simulations which are suited to a curriculum [7]. This would facilitate easy and widespread access to high quality educational resources such as PhET [4], MyPhysicsLab [15], cITe [16].…”

Section: Motivationmentioning

confidence: 99%

“…So teachers prefer to create their own content to use in classroom. If a teacher could develop the content in minimum time, then this would encourage them to use more simulations in their classrooms [7]. The three key obstacles to widespread adoption of interactive simulations in classroom are:…”

Section: Introductionmentioning

confidence: 99%

Creating User Interface for Interactive Simulations

Singh

Sivaswamy

2010

2010 Third IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning

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Interactive simulations encourage active/discovery learning in students. But developing simulations is a time consuming task. This along with the usability and scalability issues are the bottleneck in wide availability of such tools. The developer spends most of his/her time in tailoring the user interface (UI) to meet multiple constraints like pedagogy, teacher satisfaction and student learning styles. Providing an efficient way to develop UI can greatly speed up the development cycle and facilitate widespread access to high quality resources. In this paper, we describe how UI development can be separated from the simulation program to facilitate easy development of such visualization tool. We also discuss design and development of Graphical interface construction Kit (GicK) which helps in creating UI and combining it with simulation program for creating interactive simulations. A constructive physics simulation is developed as an exemplar of proposed framework. In the end we reported evaluation of constructive physics simulation by 43 higher school students and our conclusion.

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Evaluating the educational impact of visualization

Cited by 92 publications

References 14 publications

Animation and prior knowledge in a multimedia application: A case study on undergraduate computer science students in learning

Animation and prior knowledge in a multimedia application: A case study on undergraduate computer science students in learning

Civil Engineering Education in a Visualization Environment: Experiences with VizClass

Creating User Interface for Interactive Simulations

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