Simultaneous and Sequential Presentation of Realistic and Schematic Instructional Dynamic Visualizations

Nugteren, Michelle L.; Tabbers, Huib K.; Scheiter, Katharina; Paas, Fred

doi:10.1007/978-1-4614-7485-2_24

Cited by 4 publications

(12 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…schematic. Although this result is contrary to previous studies, such as Nugteren et al (2014) and Scheiter et al (2009), it is in line with recent results in HME (as detailed above). For example, the authors of the (Scheiter et al, 2009) study, to explain why their realistic-twice condition scored lowest, recall that learning from dynamic visualizations (contrary to learning from static pictures) could be a highly demanding process due to the rapid changes in the display (Lowe, 1999).…”

Section: Discussionsupporting

confidence: 75%

“…Based on the literature reviewed previously, the following hypotheses were developed: Hypothesis 1. Although previous studies (e.g., Moreno et al, 2011;Nugteren et al, 2014;Scheiter et al, 2009) concluded that single realistic condition (realistic ! realistic) might be inferior to single schematic condition (schematic !…”

Section: The Rationale Of the Studymentioning

confidence: 99%

“…The authors of the (Nugteren et al, 2014) study combined the conditions from the two above researches. They investigate learning settings that included simultaneous dynamic visualizations.…”

Section: Schematic and 'Hm-realistic' Dynamic Visualizationsmentioning

confidence: 99%

See 2 more Smart Citations

Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos

Kátai

Osztián

2023

Computer Assisted Learning

View full text Add to dashboard Cite

BackgroundThis study is the first to address the topic of schematic versus realistic dynamic visualization with particular focus on the human movement effect (HME) when the content to be learned takes the form of a computer algorithm. An AlgoRythmics dance choreography illustration (HM‐realistic) was compared with an abstract computer animation (schematic). Previous research in the field of dynamic visualizations found schematic illustrations to be more effective, but the examined realistic representations did not include HME.ObjectivesThe objective of this study was to explore the process of comprehension of computer algorithms from these two types of representations (abstract animation vs. dance choreography illustration).MethodsThe experiment (pre‐test, study phase, post‐test) involved 84 undergraduate students and included the following conditions (2 × 2 between‐participants‐design): HM‐realistic → HM‐realistic, schematic → schematic, HM‐realistic → schematic, schematic → HM‐realistic.Results and ConclusionsThe results reveal that: (i) the group of participants who saw the dance choreography twice outperformed those who saw the computer animation twice; (ii) dance choreography illustration is only beneficial if it is presented as the second visualization. These findings are apparently contrary to the conclusions of some relevant previous research in the field, but they are in line with recent results regarding the HME.TakeawaysRealistic dynamic visualizations can be more effective than schematic ones if they involve human movement. To benefit maximally from realistic visualization, students need to have previously viewed it or to have previously viewed the isomorphic schematic presentation of it.

show abstract

Section: Discussionsupporting

confidence: 75%

Section: The Rationale Of the Studymentioning

confidence: 99%

See 1 more Smart Citation

Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos

Kátai

Osztián

2023

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Instructional dynamic visualizations are classified as either schematic or realistic representations [14]. Recent decades have seen some relevant studies, in different fields of education, that have focused on the relative value of these types of visualizations [17].…”

Section: Schematic Versus Human Movement Enriched Realistic Algorithm...mentioning

confidence: 99%

Investigating the AlgoRythmics YouTube channel: the Comment Term Frequency Comparison social media analytics method

Osztián

Kátai

Sántha

et al. 2022

Acta Universitatis Sapientiae, Informatica

View full text Add to dashboard Cite

In this paper we investigate the comments from the AlgoRythmics YouTube channel using the Comment Term Frequency Comparison social media analytics method. Comment Term Frequency Comparison can be a useful tool to understand how a social media platform, such as a Youtube channel is being discussed by users and to identify opportunities to engage with the audience. Understanding viewer opinions and reactions to a video, identifying trends and patterns in the way people are discussing a particular topic, and measuring the effectiveness of a video in achieving its intended goals is one of the most important points of view for a channel to develop. Youtube comment analytics can be a valuable tool looking to understand how the AlgoRythmics channel videos are being received by viewers and to identify opportunities for improvement. Our study focuses on the importance of user feedback based on ten algorithm visualization videos from the AlgoRythmics channel. In order to find evidence how our channel works and new ideas to improve we used the so-called comment term frequency comparison social media analytics method to investigate the main characteristics of user feedback. We analyzed the comments using both Youtube Studio Analytics and Mozdeh Big Data Analysis tool.

show abstract

“…Empirical studies that focus on the impact of two-dimensional, three-dimensional visualisations on learning are limited and inconsistent. Also, ‘ both visualisation types are frequently used in education, and therefore it is important to understand which type leads to better learning outcomes and under which conditions ’ (Nugteren et al., 2014: 606). Such inconsistencies might result from the use of different animations in past studies (Ploetzner and Lowe, 2012).…”

Section: Level Of Visual Details (Realism) and Cognitive Loadmentioning

confidence: 99%

Exploring the effect of realism at the cognitive stage of complex motor skill learning

Lucas

2019

E-Learning and Digital Media

View full text Add to dashboard Cite

Animation can be used for various purposes such as for procedural and motor skill learning (i.e., dance, sports, and motor rehabilitation). In the context of visual design, this study explores the possible influence of realism (levels of visual detail) in animation at the cognitive stage of motor skill acquisition. Students (N = 64) with low-prior knowledge about tennis were randomly assigned into three groups to view either 2D schematic, 3D stylised, or live-action instructional video. Their performance on the knowledge test, learning time, efficiency score, confidence level, preference, and open-ended responses were captured for analyses. Based on the findings, despite most preference towards live-action video, there was no statistically significant difference regarding cognitive learning performance among learners from different treatment groups. Hence, animated digital characters of various levels of realism can still be incorporated for motor skill acquisition especially in instructional animations, simulations, video games and virtual reality.

show abstract

Simultaneous and Sequential Presentation of Realistic and Schematic Instructional Dynamic Visualizations

Cited by 4 publications

References 21 publications

Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos

Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos

Investigating the AlgoRythmics YouTube channel: the Comment Term Frequency Comparison social media analytics method

Exploring the effect of realism at the cognitive stage of complex motor skill learning

Contact Info

Product

Resources

About