How Temporal and Spatial Aspects of Presenting Visualizations Affect Learning about Locomotion Patterns

Autor/inn/en	Imhof, Birgit; Scheiter, Katharina; Edelmann, Jorg; Gerjets, Peter
Titel	How Temporal and Spatial Aspects of Presenting Visualizations Affect Learning about Locomotion Patterns
Quelle	In: Learning and Instruction, 22 (2012) 3, S.193-205 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2011.10.006
Schlagwörter	Time Factors (Learning); Spatial Ability; Perception; Visual Aids; Motion; Classification; Students + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Wahrnehmung; Anschauungsmaterial; Bewegungsablauf; Classification system; Klassifikation; Klassifikationssystem; Student; Schüler; Schülerin; Studentin
Abstract	Two studies investigated the effectiveness of dynamic and static visualizations for a perceptual learning task (locomotion pattern classification). In Study 1, seventy-five students viewed either dynamic, static-sequential, or static-simultaneous visualizations. For tasks of intermediate difficulty, dynamic visualizations led to better classification performance than static-sequential visualizations, but not than static-simultaneous visualizations. To test whether the temporal aspects of presenting static-simultaneous visualizations (i.e., their permanent visibility) or their spatial aspects (i.e., their arrangement in rows) accounted for this effect, Study 2 investigated three additional static-simultaneous conditions. Seventy-five students viewed static-simultaneous visualizations presented either in columns, matrices, or circles. For tasks of intermediate difficulty dynamic visualizations outperformed pictures presented in columns, matrices, and circles, but not the rows format. Accordingly, for learning about locomotion patterns, dynamic visualizations are better suited than most, but not all static visualization formats. From a practical point of view, effort should be invested into the design of static-simultaneous visualizations to further optimize instructional materials. (Contains 7 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10