Animated Diagrams: An Investigation into the Cognitive Effects of Using Animation to Illustrate Dynamic Processes

Jones, Sara; Scaife, Mike

doi:10.1007/3-540-44590-0_22

Cited by 23 publications

(20 citation statements)

References 10 publications

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“…Moreover, the abundant and transient information extracted from animation must be processed and retained by working memory before subsequent processing. This in turn can lead to cognitive overload, inaccessible information and task failure (Jones & Scaife, 2000;Lowe, 1999;Mayer & Moreno, 2002). This information overload is not present with static graphics, as information remains permanent.…”

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

268

159

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Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

268

159

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“…Equally, many studies into the use of diagrams in education examine both the teaching mode and the learning experiences or achievements of learners at the same time (Seddon and Shubber, 1984;Winn, 1991;Carney and Levin, 2002;Doymus, 2007;Davenport et al 2008). In this respect there is a distinction that can be made between diagrams that are mainly to be read, that is they are used in texts, presentations or animations (Jones and Scaife, 2000) as an instructional device but the students is not expected to create similar diagrams while learning or in assignments, and those that are to be read and written, where students will be expected to create similar diagrams (but not just simply recreate the ones they have read). In the latter case diagramming as a skill is an inherent and hopefully explicit learning outcome for the students and equally hopefully this is a skill that is not just for learning but one that is to be used in practice by graduates in the subsequent jobs they have.…”

Section: Teaching With Diagramsmentioning

confidence: 99%

A Review of Diagramming in Systems Practice and How Technologies Have Supported the Teaching and Learning of Diagramming for Systems Thinking in Practice

Lane

2012

Syst Pract Action Res

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The educational process arguably involves a mediated discourse between teachers and learners to aid sense or meaning making for both parties. That mediation, particularly in distance teaching models, is often done through the use of educational resources, whereby teachers develop and/or select the educational resources which the learners then study or engage with through purposeful activities. Some issues or topics are so complicated or complex that words or numbers may be insufficient to represent the meanings contained within them and this is particularly relevant to systems studies which examine complex adaptive systems. Equally diagrams can break out of the linear and systematic nature of printed text to show non-linear and systemic features. This latter trait has been enhanced through the emergence in recent years of digital technologies whereby hypertext and other web applications now make it easier to create dynamic and/or interactive diagrams. And yet there has been little recent research into the influence of such technologies on the learning of systems diagramming skills at a distance. These issues are examined through a review of the literature and the reporting of previously unpublished surveys within The Open University on the value of diagrams to systems studies and the role of technology in influencing the study of diagramming in the teaching of systems thinking in practice. This review indicates that diagrams are seen as an important feature of systems studies and that digital technology can be effective in supporting the teaching and learning of systems diagramming skills at a distance. It also notes that new investigations are needed to examine whether more recent developments in digital technologies have made them more effective and/or efficient for teaching and using such skills in practice.

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“…Animating refers to interacting with a VMR to generate movement within it (Jones and Scaife, 2000). Animation can occur unidimensionally or multidimensionally, depending on the complexity of the VMR.…”

Section: Animatingmentioning

confidence: 99%

Characterizing Interaction with Visual Mathematical Representations

Sedig

Sumner

2006

Int J Comput Math Learning

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This paper presents a characterization of computer-based interactions by which learners can explore and investigate visual mathematical representations (VMRs). VMRs (e.g., geometric structures, graphs, and diagrams) refer to graphical representations that visually encode properties and relationships of mathematical structures and concepts. Currently, most mathematical tools provide methods by which a learner can interact with these representations. Interaction, in such cases, mediates between the VMR and the thinking, reasoning, and intentions of the learner, and is often intended to support the cognitive tasks that the learner may want to perform on or with the representation. This paper brings together a diverse set of interaction techniques and categorizes and describes them according to their common characteristics, goals, intended benefits, and features. In this way, this paper aims to provide a preliminary framework to help designers of mathematical cognitive tools in their selection and analysis of different interaction techniques as well as to foster the design of more innovative interactive mathematical tools. An effort is made to demonstrate how the different interaction techniques developed in the context of other disciplines (e.g., information visualization) can support a diverse set of mathematical tasks and activities involving VMRs. NOTES 1 In this paper, the terms learner, user, problem solver, explorer, and investigator convey the same meaning. 2 These tools, also called cognitive technologies or mindtools, are intended to support human cognitive processes and thinking. Examples of these tools include interactive visualization software to explore patterns in a body of information, mind mapping tools to help externalize and organize thoughts and concepts, and online interactive mathematical applets to investigate how velocity and position graphs relate. 3 The nodes of this diagram represent Ks having different orientations, and its links represent how these Ks can be connected. KAMRAN SEDIG AND MARK SUMNER 48 4 The 8-puzzle is a game consisting of a 3 Â 3 square grid. Eight of the squares have numbers from 1 to 8, and one of the squares is empty. This allows for moving the other 8 squares around into different positions until the squares are arranged in an ascending order, with the last square empty. VISUAL MATHEMATICAL REPRESENTATIONS

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Animated Diagrams: An Investigation into the Cognitive Effects of Using Animation to Illustrate Dynamic Processes

Cited by 23 publications

References 10 publications

Does animation enhance learning? A meta-analysis

Does animation enhance learning? A meta-analysis

A Review of Diagramming in Systems Practice and How Technologies Have Supported the Teaching and Learning of Diagramming for Systems Thinking in Practice

Characterizing Interaction with Visual Mathematical Representations

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