Enhancing Learning from Dynamic and Static Visualizations by Means of Cueing

Autor/inn/en	Kuhl, Tim; Scheiter, Katharina; Gerjets, Peter
Titel	Enhancing Learning from Dynamic and Static Visualizations by Means of Cueing
Quelle	In: Journal of Educational Multimedia and Hypermedia, 21 (2012) 1, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Foreign Countries; Cues; Visual Aids; Scientific Attitudes; Attitude Measures; Spatial Ability; Science Tests; Computer Assisted Instruction; Educational Technology; Multimedia Materials; Instructional Design; Multimedia Instruction; College Instruction; College Students; Instructional Effectiveness; Teaching Methods; Statistical Analysis; Comparative Analysis; Pretests Posttests; Pictorial Stimuli; Animation; Computer Graphics; Predictor Variables; Germany + Suchen Sie Ihr Suchwort? Ausland; Stichwort; Anschauungsmaterial; Räumliches Vorstellungsvermögen; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Hochschullehre; Collegestudent; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Fantasieanregung; Computergrafik; Prädiktor; Deutschland
Abstract	The current study investigated whether learning from dynamic and two presentation formats for static visualizations can be enhanced by means of cueing. One hundred and fifty university students were randomly assigned to six conditions, resulting from a 2x3-design, with cueing (with/without) and type of visualization (dynamic, static-sequential, static-simultaneous) as independent variables. For transfer tasks, learners receiving dynamic visualizations outperformed learners receiving static visualizations. A main effect in favour of cued visualizations could be observed only for pictorial tasks, but not for transfer tasks. There was no interaction between type of visualization and cueing for any learning outcome measure. Taken together, the study suggests that dynamic visualizations may be beneficial whenever understanding concerning the dynamic features of a domain is crucial to learning. Cueing on the other hand may not necessarily lead to a deeper understanding, but supports to achieve a better comprehension of the depicted visualizations. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10