A Composition Approach to Design of Educational Animations

Lowe, Richard; Boucheix, Jean‐Michel

doi:10.1007/978-3-319-56204-9_1

Cited by 17 publications

(6 citation statements)

References 37 publications

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“…However, both studies still employed an incidental approach, with movement not directly integrated into the learning process. Moreover, the movements were not only not aligned with the depicted content (task integration, Skulmowski & Rey, 2018), but they were also not aligned with the underlying processes needed for comprehension (e.g., predicting or imagining the dynamics, see De Koning & Tabbers, 2011;Lowe & Boucheix, 2017). To achieve a higher level of bodily engagement and task integration, future research could, for instance, require participants to perform specific bodily movements or gestures to imitate locomotion patterns (e.g., De Koning & Tabbers, 2013;Scheiter et al 2020).…”

Section: Limitations and Future Researchmentioning

confidence: 99%

“…In the object movement via the controller in the immersive VR, this entity is the virtual 3D-object, whereas in the camera movement via mouse interaction in the Desktop-VR condition, this entity is the invisible sphere on the computer screen that surrounds the 3D-models. To move and rotate these entities into a position that allows observing a particular perspective on the depicted dynamics of the fish model, it is necessary to build a dynamic mental model (e.g., Lowe & Boucheix, 2017), based on which the final perspective that the learner wants to see can be imagined. The change from the respective starting position of the perspective (either the fish model itself or its surrounding virtual sphere) to the desired output situation invokes the ability of mental rotation and, therefore, the visuospatial ability of the learners.…”

Section: Practical and Theoretical Implicationsmentioning

confidence: 99%

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How Learners’ Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning About Movements in Desktop and Immersive Virtual Reality Environments

Brucker,

Pardi,

Uehlin

et al. 2024

Educ Psychol Rev

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Virtual reality (VR) applications are developing rapidly, becoming more and more affordable, and offer various advantages for learning contexts. Dynamic visualizations are generally suitable for depicting continuous processes (e.g., different movement patterns), and particularly dynamic virtual 3D-objects can provide different perspectives on the movements. The present study investigated through a low immersive (desktop “VR”, Study 1) and a high immersive virtual environment (immersive VR; Study 2) the effectiveness of different interaction formats to view 3D-objects from different perspectives. Participants controlled either the orientation of the 3D-objects (Study 1, mouse interaction; Study 2, hand interaction via VR controllers) or their viewpoint in relation to the 3D-objects (Study 1, camera position; Study 2, position of participants’ own body). Additionally, the moderating influence of learners’ visuospatial ability was addressed. Dependent variables were pictorial recognition (easy, medium, difficult), factual knowledge, presence, and motion sickness. Results showed that higher-visuospatial-ability learners outperformed lower-visuospatial-ability learners. In Study 1, higher-visuospatial-ability learners showed higher recognition performance (difficult items) by controlling the camera position, whereas lower-visuospatial-ability learners suffered from this interaction format. In Study 2, higher-visuospatial-ability learners achieved better recognition performance (easy items) by controlling the 3D-models, whereas lower-visuospatial-ability learners tended to profit from moving around the 3D-objects (medium items). The immersive VR yielded more presence and higher motion sickness. This study clearly shows that different interaction formats to view 3D-objects from multiple perspectives in Desktop-VR are not transferable on a one-to-one basis into immersive VR. The results and implications for the design of virtual learning environments are discussed.

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Section: Limitations and Future Researchmentioning

confidence: 99%

Section: Practical and Theoretical Implicationsmentioning

confidence: 99%

How Learners’ Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning About Movements in Desktop and Immersive Virtual Reality Environments

Brucker,

Pardi,

Uehlin

et al. 2024

Educ Psychol Rev

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“…The main theoretical frameworks concerning human perception of animation are grounded in the principles of gestalt psychology [4][5][6], visual communication [6][7][8], the cognitive theory of multimedia learning [9], the cognitive load theory [10][11][12], and the animation processing model [13]. In this study, the terminology employed aligns with that of Bétrancourt and Tversky [7], who defined animation as ".…”

Section: What Is Animation?mentioning

confidence: 99%

Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review

Vlachou,

Kambanaros,

Plotas

et al. 2024

Brain Sciences

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There is limited evidence regarding the effect of animation compared to static pictures on children’s language development. The aim was to systematically review the available literature for evidence concerning the effect of brief animation on spoken language responses (receptive—listening or expressive—speaking) in typically developing (TD) children aged 3 to 9 years. Five databases were searched, resulting in seven included studies. The characteristics of animated stimuli, the manner of presentation, and the language-related tasks were recorded, and questions were posed about the effect of brief animation on children’s receptive and expressive language abilities. The evidence suggests that animation may have a positive effect on expressive language abilities of children compared to static pictures. As far as the effect of animation on receptive language performance is concerned, the evidence is less concrete. Future directions regarding the potential of animation on language development are discussed.

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“…Some researchers, in their attempts to explain the background cognitive processes, argue that learning with animations involves both perceptual and cognitive processing (Wagner & Schnotz, 2017). During the perceptual processing phase learners parse the dynamic flow into a sequence of elements and then, during the cognitive processing phase, build their mental models by realizing the whole picture (Lowe & Boucheix, 2017). Obviously, these phases are shifted, but not necessarily consecutive.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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

Kátai

Osztián

2023

Computer Assisted Learning

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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.

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A Composition Approach to Design of Educational Animations

Cited by 17 publications

References 37 publications

How Learners’ Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning About Movements in Desktop and Immersive Virtual Reality Environments

How Learners’ Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning About Movements in Desktop and Immersive Virtual Reality Environments

Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review

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

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