Factors that guide or disrupt attentive visual processing

Hillstrom, Anne P.; Chai, Yu-Chin

doi:10.1016/j.chb.2005.12.003

Cited by 37 publications

(13 citation statements)

References 37 publications

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“…Finally, we can assume that the animated elements that formed a chunk might stand out against the rest of the display due to their movements (i.e., transition from one stage to another) and thus cause a dynamic contrast (Schnotz & Lowe, 2008) by automatically attracting players' visual attention (cf. Hillstrom & Chai, 2006;Hillstrom & Yantis, 1994). This could make them more aware of particular changes that occur at a macro level in the animation.…”

Section: Discussionmentioning

confidence: 99%

The Expertise Reversal Effect for Sequential Presentation in Dynamic Soccer Visualizations

Khacharem

Zoudji

Kalyuga

et al. 2013

Journal of Sport and Exercise Psychology

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Cognitive load perspective was used as a theoretical framework to investigate effects of expertise and type of presentation of interacting elements of information in learning from dynamic visualizations. Soccer players (N = 48) were required to complete a recall reconstruction test and to rate their invested mental effort after studying a concurrent or sequential presentation of the elements of play. The results provided evidence for an expertise reversal effect. For novice players, the sequential presentation produced better learning outcomes. In contrast, expert players performed better after studying the concurrent presentation. The findings suggest that the effectiveness of different visual presentation formats depend on levels of learner expertise.

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Section: Discussionmentioning

confidence: 99%

The Expertise Reversal Effect for Sequential Presentation in Dynamic Soccer Visualizations

Khacharem

Zoudji

Kalyuga

et al. 2013

Journal of Sport and Exercise Psychology

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“…There is a considerable amount of evidence in the perception literature that such dynamic changes are very effective at capturing attention when searching for specific information, even when they are task-irrelevant (e.g., Franconeri and Simons 2003;Treisman and Gormican 1988). Moreover, Hillstrom and Chai (2006) even suggested that dynamic aspects, such as movements or a sudden appearance of an object, are perhaps the most effective object characteristics for capturing attention in a visual display. Therefore, it is not surprising that learners often have difficulties in focusing their attention on essential information in an animation, as objects that have high perceptual salience due to their movements easily distract them.…”

Section: Learning From Complex Animationsmentioning

confidence: 99%

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations . Cognitive load theory . Instructional designRecent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static

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“…This basis is underscored by their remark that, "Thus, our data suggest that the memorial power of pictures is related to the ability of pictures to enhance one component of memory: recollection" (p. 391). In addition, the facilitating effects of distinctiveness will likely be modulated by relevance (Hillstrom and Yu-Chin, 2006). For example, photographs of items from a real crime scene that are crime-relevant, such as a broken window or murder weapon, should facilitate detection better than non-relevant yet distinctive items (such as a decorative lamp).…”

Section: Discussionmentioning

confidence: 97%

“…Firstly, probe distinctiveness and relevance may have strong effects on memory acquisition for crime-related cues as well as recognition accuracy (both in terms of minimizing false positives and maximizing recognition). These factors relate both to cue attendance and to later cue discrimination and likely interact (Hillstrom and Yu-Chin, 2006). Secondly, many studies use only a single group that carry out a mock crime, and then examine factors that affect detection.…”

Section: Discussionmentioning

confidence: 98%