The Effects of Realism in Learning with Dynamic Visualizations

Autor/inn/en	Scheiter, Katharina; Gerjets, Peter; Huk, Thomas; Imhof, Birgit; Kammerer, Yvonne
Titel	The Effects of Realism in Learning with Dynamic Visualizations
Quelle	In: Learning and Instruction, 19 (2009) 6, S.481-494 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2008.08.001
Schlagwörter	Multiple Choice Tests; Prior Learning; Visual Aids; Visualization; Experiments; College Students; Learning Strategies; Instructional Effectiveness; Science Instruction; Animation; Multimedia Instruction; Biology; Cytology; Educational Technology + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Vorkenntnisse; Anschauungsmaterial; Visualisation; Visualisierung; Erprobung; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multimediales Lernen; Biologie; Zytologie; Unterrichtsmedien
Abstract	Two experiments are reported that investigated the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis). In Experiment 1, 37 university students watched either realistic or schematic visualizations. Students' subjective task demands ratings as well as their performance in a multiple-choice test and a pictorial test clearly demonstrated the superiority of the schematic dynamic visualization. In Experiment 2, 83 students were given the two visualizations in four different orders of presentation. Students showed the same performance irrespective of whether they watched the schematic visualization twice, first saw the schematic and then the realistic visualization or vice versa. Only students, who watched the realistic visualization twice, had far lower learning outcomes. Contrary to our expectations, for both experiments, students' prior knowledge did not moderate the results. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10