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

Imhof, Birgit; Scheiter, Katharina; Edelmann, Jörg; Gerjets, Peter

doi:10.1016/j.learninstruc.2011.10.006

Cited by 42 publications

(20 citation statements)

References 37 publications

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“…This replicates the findings of Khot and colleagues that computer-based resources were not more effective than traditional models for the self-study of pelvic anatomy (Khot et al, 2013). These findings are also consistent with previous studies (Hegarty et al, 2003 [study 3];Mayer et al, 2005;Schneider, 2007;Boucheix and Schneider, 2009;Imhof et al, 2012) suggesting that dynamic visualizations are not the only way to effectively convey complex and dynamic information, and that particular spatial layouts (Imhof et al, 2012) may be as efficient. Indeed, the static condition in this study combined two effective spatial layouts.…”

Section: Do Dynamic 3d Visualizations Support Learning Functional Anasupporting

confidence: 90%

How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models

Berney

Bétrancourt

Molinari

et al. 2015

Anatomical Sciences Ed

135

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The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material presentation formats, spatial abilities, and anatomical tasks. First, to understand the cognitive challenges a novice learner would be faced with when first exposed to 3D anatomical content, a six-step cognitive task analysis was developed. Following this, an experimental study was conducted to explore how presentation formats (dynamic vs. static visualizations) support learning of functional anatomy, and affect subsequent anatomical tasks derived from the cognitive task analysis. A second aim was to investigate the interplay between spatial abilities (spatial visualization and spatial relation) and presentation formats when the functional anatomy of a 3D scapula and the associated shoulder flexion movement are learned. Findings showed no main effect of the presentation formats on performances, but revealed the predictive influence of spatial visualization and spatial relation abilities on performance. However, an interesting interaction between presentation formats and spatial relation ability for a specific anatomical task was found. This result highlighted the influence of presentation formats when spatial abilities are involved as well as the differentiated influence of spatial abilities on anatomical tasks.

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Section: Do Dynamic 3d Visualizations Support Learning Functional Anasupporting

confidence: 90%

How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models

Berney

Bétrancourt

Molinari

et al. 2015

Anatomical Sciences Ed

135

View full text Add to dashboard Cite

show abstract

“…Furthermore, the instructional video was found to be adapted to participants' cognitive resources and was not too long or complex to become subject to negative effects of information transience. These findings are in contrast to some researches [24][25][26] reporting that dynamic visualizations do not outperform a static-simultaneous presentation of multiple pictures, which suggests that instructional superiority of videos is only limited to contents that involve acquisition of human motor skills [13]. Finally, it should be noted that superiority of instructional video over static pictures could be extended to an ecological (non-laboratory) learning task combining model observation and practice (i.e., re-enacting the movements that have just been observed).…”

Section: Discussioncontrasting

confidence: 99%

“…For a locomotion pattern classification task, Imhof et al [25] indicated that learning from statics-simultaneous visualizations was more beneficial than learning from statics-sequential visualizations. To explain the contradictory findings Imhof et al [26] stated that whereas static-sequential visualizations are more appropriate to depict the order of separate states or phases, static-simultaneous visualizations may be more appropriate for tasks involving continuous movements.…”

Section: Introductionmentioning

confidence: 99%

Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load

H’mida

Degrenne

Souissi

et al. 2020

IJERPH

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The purpose of the current study was to compare the effectiveness of a video and three different formats of static pictures (simultaneous-permanent pictures, sequential-transient pictures and sequential-permanent pictures) on the acquisition and retention of a complex judo skill in novice young adults. One hundred and thirty-three first-year students in the certificate in Physical Education (PE) were randomly assigned to either: a static-simultaneous-permanent pictures condition (n = 30), a static-sequential-transient pictures condition (n = 29), a static-sequential permanent pictures condition (n = 36) or a video condition (n = 38). They were instructed to observe and reproduce a complex judo technique (Ippon-Seoi-Nage) immediately after the learning phase (including a sequence of three trials—the acquisition phase) and after one week without observation (the retention phase). The results showed that the continuous video generated better learning performances than all static pictures formats. Moreover, it has been shown that sequential-permanent pictures presentation was more effective than static simultaneous-permanent pictures and sequential-transient pictures. In addition to the human movement effect, complementary explanations in terms of cognitive load theory, perceptual continuity, mental animation and intrinsic motivation are suggested. Implications of the results for the effective design of instructional materials within PE context are discussed.

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“…The experiment was realized in association with international multidisciplinary project (including biological as well as cognitive and educational aspects) related to expert and novice fish locomotion classification and recognition (Gerjets, Imhof, Kühl, Pfeiffer, Scheiter, & Gemballa, 2010;Imhof, Scheiter, Edelmann, & Gerjets, 2012;Imhof, Scheiter, & Gerjets, 2011;Jarodzka, Scheiter, Gerjets, & van Gog, 2010;Kühl, Scheiter, Gerjets, & Gemballa, 2011, see the acknowledgment). The overall design of the experiment was composed of a short learning-studying phase, followed by a post-test which assessed the effect of the learning-studying session.…”

Section: Methodsmentioning

confidence: 99%

Generative processing of animated partial depictions fosters fish identification skills: eye tracking evidence

Boucheix¹,

Lowe²

2018

Le Travail Humain

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

Cited by 42 publications

References 37 publications

How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models

How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models

Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load

Generative processing of animated partial depictions fosters fish identification skills: eye tracking evidence

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