On designing comprehensible interactive hypermedia manuals

Narayanan, N. Hari; Hegarty, Mary

doi:10.1006/ijhc.1997.0169

Cited by 105 publications

(52 citation statements)

References 41 publications

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“…Expository animations can serve three instructional functions (Hegarty & Just, 1993;Narayanan & Hegarty, 1998). First of all, they can convey the configuration of a system or a structure.…”

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

278

159

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“…Expository animations can serve three instructional functions (Hegarty & Just, 1993;Narayanan & Hegarty, 1998). First of all, they can convey the configuration of a system or a structure.…”

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

278

159

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“…Thus, we argue that one major characteristic of chemistry visualization tools should be providing multiple representations and descriptions of the same information. This general principle holds true for most multimedia tools (Ainsworth, 1999;Ainsworth, Bibby, & Wood, 1997) because multiple representations enable students to visualize the connections between representations and relevant concepts, and provide students with opportunities to actively choose a representation suitable for different stages of understanding (Narayanan & Hegarty, 1998). Given students' difficulty translating between representations and the fact that different chemical representations emphasize different aspects of chemical concepts and correspond to different chemical entities, this principle is likely to be particularly important for chemistry (Bowen, 1990;Harrison & Treagust, 1996.…”

Section: Providing Multiple Representations and Descriptionsmentioning

confidence: 99%

Exploring visuospatial thinking in chemistry learning

2004

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ABSTRACT:In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome these limitations. On the basis of our review, we conclude that visuospatial abilities and more general reasoning skills are relevant to chemistry learning, some of students' conceptual errors in chemistry are due to difficulties in operating on the internal and external visuospatial representations, and some visualization tools have been effective in helping students overcome the kinds of conceptual errors that may arise through difficulties in using visuospatial representations. To help students understand chemistry concepts and develop representational skills through supporting their visuospatial thinking, we suggest five principles for designing chemistry visualization tools: (1) providing multiple representations and descriptions, (2) making linked referential connections visible, (3) presenting the dynamic and interactive nature of chemistry, (4) promoting the transformation between 2D and 3D, and (5) reducing cognitive load by making information explicit and integrating information for students.

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“…Learners may not fully endorse self-organization and decentralization because they cannot mentally model complex systems. Limited working memory spans may prohibit mental simulations involving hundreds of agent-level interactions simultaneously (Narayanan and Hegarty, 1998). Similarly, learners struggle to correctly connect the agent-level rules to the aggregate pattern (Wilensky and Resnick, 1999;Penner, 2000).…”

Section: Complex Systems Principles Are Important But Difficult To Lmentioning

confidence: 99%

Instruction in Computer Modeling Can Support Broad Application of Complex Systems Knowledge

Tullis

Goldstone

2017

Front. Educ.

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Learners often struggle to grasp the important, central principles of complex systems, which describe how interactions between individual agents can produce complex, aggregate-level patterns. Learners have even more difficulty transferring their understanding of these principles across superficially dissimilar instantiations of the principles. Here, we provide evidence that teaching high school students an agent-based modeling language can enable students to apply complex system principles across superficially different domains. We measured student performance on a complex systems assessment before and after 1 week training in how to program models using NetLogo (Wilensky, 1999a). Instruction in NetLogo helped two classes of high school students apply complex systems principles to a broad array of phenomena not previously encountered. We argue that teaching an agent-based computational modeling language effectively combines the benefits of explicitly defining the abstract principles underlying agent-level interactions with the advantages of concretely grounding knowledge through interactions with agent-based models.

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On designing comprehensible interactive hypermedia manuals

Cited by 105 publications

References 41 publications

Does animation enhance learning? A meta-analysis

Does animation enhance learning? A meta-analysis

Exploring visuospatial thinking in chemistry learning

Instruction in Computer Modeling Can Support Broad Application of Complex Systems Knowledge

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