Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective

Koning, Björn B. de; Tabbers, Huib K.

doi:10.1007/s10648-011-9173-8

Cited by 105 publications

(83 citation statements)

References 101 publications

(121 reference statements)

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“…Thus, we can only conclude that self-gesturing by 'moving along with an arrow' does not seem to benefit learning from animations. Perhaps using other kinds of self-performed gestures or other strategies to ground information might be more effective to foster learning from non-human dynamic systems via animation (De Koning & Tabbers, 2011). In the Glenberg et al (2004) study, for example, participants first read story sentences and then moved objects (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…As animations provide a direct depiction of these movements, the main challenge is to translate perception of these movements to the construction of a runnable mental representation. Adding gestures that are aligned to the perceived movements might help in constructing such a mental model and thus foster learning from the dynamic visualization (De Koning & Tabbers, 2011).…”

Section: Gestures Facilitate Learningmentioning

confidence: 99%

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Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

Koning

Tabbers

2013

Applied Cognitive Psychology

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Recent research on dynamic visualizations suggests that these visualizations are effective for learning human movements such as knot tying or paper folding. Using embodied theories of cognition, this study investigated whether learning non-human movements from a dynamic visualization can also be enhanced by grounding these movements in the learner's motor system. University students viewed an animation on lightning formation, and followed the animation's movements with gestures, saw an on-screen human hand follow the movements or saw an arrow follow the movements. Results showed that observing an onscreen human hand following the movements in the animation, but not actually performing these movements, enhanced retention and transfer performance compared with watching the animation without gestures. This suggests that observation of human hand movement in animation-based instruction, which plays an important role in learning of procedural-motor tasks, can also improve people's learning from other dynamic systems.

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Section: Discussionmentioning

confidence: 99%

Section: Gestures Facilitate Learningmentioning

confidence: 99%

Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

Koning

Tabbers

2013

Applied Cognitive Psychology

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“…Success in such tasks requires a learner to have a precise mental model of the continuity of changes underlying the movements, which may be more easily conveyed by dynamic visualization. Particularly, tasks that involve understanding and recalling biological motion may be more easily conveyed by using dynamic visualizations (De Koning & Tabbers, 2011;Van Gog, Paas, Marcus, Ayres, & Sweller, 2009). Accordingly, one may argue that dynamic visualizations are well suited for learning locomotion patterns, because they allow learners to acquire the necessary mental model by showing the dynamics explicitly.…”

Section: Presentation Formats Of Visualizationsmentioning

confidence: 99%

How temporal and spatial aspects of presenting visualizations affect learning about locomotion patterns

Imhof

Scheiter

Edelmann

et al. 2012

Learning and Instruction

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“…There has been interest in the impact of different forms of physical activity during instruction and cognition (Barsalou, 2008; Koning & Tabbers, 2011), and some research has suggested that action during periods of learning may aid in knowledge acquisition. Cook, Mitchell, and Goldin-Meadow (2008), for example, showed that hand gestures made by children while learning about mathematics improved retention of the learned concepts.…”

Section: Introductionmentioning

confidence: 99%

The cognitive impact of interactive design features for learning complex materials in medical education

Song

Pusic

Nick

et al. 2014

Computers & Education

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To identify the most effective way for medical students to interact with a browser-based learning module on the symptoms and neurological underpinnings of stroke syndromes, this study manipulated the way in which subjects interacted with a graphical model of the brain and examined the impact of functional changes on learning outcomes. It was hypothesized that behavioral interactions that were behaviorally more engaging and which required deeper consideration of the model would result in heightened cognitive interaction and better learning than those whose manipulation required less deliberate behavioral and cognitive processing. One hundred forty four students were randomly assigned to four conditions whose model controls incorporated features that required different levels of behavioral and cognitive interaction: Movie (low behavioral/low cognitive, n = 40), Slider (high behavioral/low cognitive, n = 36), Click (low behavioral/high cognitive, n = 30), and Drag (high behavioral/high cognitive, n = 38). Analysis of Covariates (ANCOVA) showed that students who received the treatments associated with lower cognitive interactivity (Movie and Slider) performed better on a transfer task than those receiving the module associated with high cognitive interactivity (Click and Drag, partial eta squared = .03). In addition, the students in the high cognitive interactivity conditions spent significantly more time on the stroke locator activity than other conditions (partial eta squared = .36). The results suggest that interaction with controls that were tightly coupled with the model and whose manipulation required deliberate consideration of the model’s features may have overtaxed subjects’ cognitive resources. Cognitive effort that facilitated manipulation of content, though directed at the model, may have resulted in extraneous cognitive load, impeding subjects in recognizing the deeper, global relationships in the materials. Instructional designers must, therefore, keep in mind that the way in which functional affordances are integrated with the content can shape both behavioral and cognitive processing, and has significant cognitive load implications.

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Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective

Cited by 105 publications

References 101 publications

Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

Gestures in Instructional Animations: A Helping Hand to Understanding Non‐human Movements?

How temporal and spatial aspects of presenting visualizations affect learning about locomotion patterns

The cognitive impact of interactive design features for learning complex materials in medical education

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