Instructional Support for Visual Displays: An Updated Literature Review

Cromley, Jennifer G.; Chen, Runzhi

doi:10.1007/s10758-023-09699-x

Cited by 2 publications

(1 citation statement)

References 41 publications

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“…However, the significance of the expertise reversal effect may vary (Cromley & Chen, 2023; Vogt et al, 2020). For instance, Arslan‐Ari et al (2020) conducted various cueing in conjunction with learners' prior knowledge to assess their impact on learning performance and mental effort but did not find a significant interaction effect.…”

Section: Literature Reviewmentioning

confidence: 99%

Instructor's low guided gaze duration improves learning performance for students with low prior knowledge in video lectures

Shi,

Chen,

Wang

et al. 2024

Computer Assisted Learning

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BackgroundGuided gaze is the instructor's gaze towards teaching materials to guide students' attention, and it plays a vital role in enhancing video‐based education. The duration of guided gaze, indicating how long instructors focus on teaching materials, varies based on the lecture design. Nevertheless, the impact of varying durations of guided gaze, especially concerning students' prior knowledge, remains inadequately understood.ObjectivesThis study investigates the influence of the instructor's guided gaze duration and students' prior knowledge on learning performance and affective experiences in video lectures.Methods145 fifth‐grade students participated and were divided into high and low prior knowledge groups based on a pre‐test. Within each group, students were randomly assigned to view one of three video lectures with different guided gaze durations (high vs. medium vs. low). Learning performance and affective experiences (learning experience, satisfaction, and emotions) were measured as dependent variables.Results and ConclusionThe results revealed that low guided gaze duration significantly improves learning performance for students with low prior knowledge. Conversely, high guided gaze duration negatively impacts learning experience, satisfaction, and positive emotions. Additionally, students with high prior knowledge reported higher learning experience and satisfaction. These findings highlight the interaction between guided gaze duration and prior knowledge in students' learning performance.ImplicationsOur findings provide valuable implications for the design of guided gaze duration in video lectures based on students' prior knowledge. By adjusting guided gaze duration appropriately, instructors can optimise students' learning performance and affective experiences.

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Section: Literature Reviewmentioning

confidence: 99%

Instructor's low guided gaze duration improves learning performance for students with low prior knowledge in video lectures

Shi,

Chen,

Wang

et al. 2024

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

Are realistic details important for learning with visualizations or can depth cues provide sufficient guidance?

Skulmowski

2024

Cogn Process

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The optimal choice of the level of realism in instructional visualizations is a difficult task. Previous studies suggest that realism can overwhelm learners, but a growing body of research demonstrates that realistic details can enhance learning. In the first experiment (n = 107), it was assessed whether learning using realistic visualizations can be distracting and therefore particularly benefits from pre-training. Participants learned the anatomy of the parotid gland using labeled visualizations. While pre-training did not have an effect, a more realistic visualization enhanced learning compared to a schematic visualization. In the second experiment (n = 132), a schematic diagram was compared to a more realistic style featuring basic depth cues, and a highly realistic visualization containing a detailed surface. Regarding retention performance, no significant differences were found. However, an interesting pattern regarding subjective cognitive load ratings emerged: the schematic version received the highest cognitive load ratings, while the version featuring simplified shading was rated as least demanding. The version containing simplified depth cues also elicited lower cognitive load ratings than the detailed visualization. The two experiments demonstrate that fears concerning a detrimental effect of realistic details should not be over-generalized. While schematic visualizations may be easier to visually process in some cases, extracting depth information from contour drawings adds cognitive demands to a learning task. Thus, it is advisable that computer-generated visualizations contain at least simplified forms of shading, while the addition of details does not appear to have a strong positive effect.

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Instructional Support for Visual Displays: An Updated Literature Review

Cited by 2 publications

References 41 publications

Instructor's low guided gaze duration improves learning performance for students with low prior knowledge in video lectures

Instructor's low guided gaze duration improves learning performance for students with low prior knowledge in video lectures

Are realistic details important for learning with visualizations or can depth cues provide sufficient guidance?

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