Animation as a dynamic visualization technique for improving process model comprehension

Aysolmaz, Banu; Reijers, Hajo A.

doi:10.1016/j.im.2021.103478

Cited by 32 publications

(27 citation statements)

References 61 publications

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“…Animation is a dynamic image, which will change its properties over time to express the functional meaning, use method, state or state transformation of the image itself (Yang et al, 2018). Animation as a way of presentation in teaching has three characteristics: (1) attracts learners' attention and stimulate learning motivation; (2) describes events that have motion or trajectory; (3) explains complex concepts or phenomena (Aysolmaz and Reijers, 2021). According to congruence principle, the external representation of the animation needs to be highly consistent with the internal information to be expressed, so that the animation can be more easily interpreted and comprehended (Tversky et al, 2002).…”

Section: Animation and Cognitive Loadmentioning

confidence: 99%

The Effect of Animation-Guided Mindfulness Meditation on the Promotion of Creativity, Flow and Affect

et al. 2022

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Creativity is so important for social and technological development that people are eager to find an easy way to enhance it. Previous studies have shown that mindfulness has significant effects on positive affect (PA), working memory capacity, cognitive flexibility and many other aspects, which are the key to promoting creativity. However, there are few studies on the relationship between mindfulness and creativity. The mechanism between mindfulness and creativity is still uncertain. Meditation is an important method of mindfulness training, but for most people who do not have the basic training, it’s difficult to master how to get into a state of mindfulness. Animation has been shown by many studies to help improve cognition and is often used as a guiding tool. Using animation as the guiding carrier of meditation is more convenient and easier to accept. Therefore, this study adopted the intervention method of animation-guided meditation, aiming to explore: (1) the effect of animation-guided meditation on enhancing creativity; (2) the role of flow and emotion in the influence of mindfulness on creativity. We advertised recruitment through the internal network of a creative industrial park, and the final 95 eligible participants were divided into two groups: animation (n = 48) and audio (n = 47) guided meditation. The animation group was given an animated meditation intervention, and the audio group was given an audio meditation intervention, both interventions were performed 3 times a week and last for 8 weeks. Results: (1) Animation-guided meditation significantly increased participants’ mindfulness and creativity levels; Significantly reduced their cognitive load compared to audio-guided meditation. (2) Mindfulness has a significant direct effect on creativity, and significant indirect effects on creativity; Flow and PA act as the mediating variable. Conclusion: (1) Mindfulness, flow, and PA all helped to improve the subjects’ work creativity. In addition to the direct positive impact of mindfulness on creativity, mindfulness can also have an indirect positive impact on creativity through flow and PA. (2) Compared with audio, animation can significantly reduce cognitive load and help improve users’ cognitive ability, which is more suitable for the guidance materials of mindfulness meditation to enhance the effect of meditation.

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Section: Animation and Cognitive Loadmentioning

confidence: 99%

The Effect of Animation-Guided Mindfulness Meditation on the Promotion of Creativity, Flow and Affect

et al. 2022

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“…Suatu permainan terdapat petunjuk atau peraturan untuk peserta didik supaya tercapai tujuan pembelajaran yang diharapkan (Papadakis et al, 2020). Selain itu juga, pada multimedia sebaiknya dirancang dengan sederhana mungkin agar peserta didik dapat menggunakannya tanpa membutuhkan dengan pengetahuan yang rumit tentang multimedia (Aysolmaz & Reijers, 2021;Tomita, 2018). Demikian pula dengan permainan sebagai media pembelajaran sebaiknya dirancang dengan sederhana supaya bisa dimainkan dengan lancar oleh peserta didik (Suryati et al, 2019).…”

Section: Pembahasanunclassified

Gamifikasi Untuk Pendidikan: Pembelajaran Kimia Yang Menyenangkan Pada Masa Pandemic Covid-19

Lutfi

Aini

Amalia

et al. 2021

JPK

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Pembelajaran kimia secara daring dikeluhkan karena terasa bosan oleh peserta didik sehingga perlu upaya agar tercipta pembelajaran yang menyenangkan. Tujuan penelitian ini untuk menganalisis efektifitas penggunaan permainan bersarana smartphone atau computer sebagai media pembelajaran kimia di era pandemi covid 19. Jenis penelitian ini merupakan penelitian eksperimen dengan desain the posttest-only control group. Penelitian telah dilakukan terhadap empat kelas peserta didik SMA, pembelajaran kimia dilakukan dengan menggunakan permainan sebagai media pembelajaran. Sebelum pembelajaran dilakukan pretest, dan setelah pembelajaran secara daring dilakukan posttest dan pemberian angket. Skor hasil pembelajaran dianalisis dengan bantuan program SPSS untuk mengetahuan kenaikan hasil belajar dan tingkat ketuntasannya, sedangkan hasil angket disajikan dalam prosentasi dan dianalisi secara deskripsi. Hasil penelitian menunjukkan ada perbedaan antara hasil belajar sebelum (pretest) dengan hasil belajar sesudah pembelajaran (posttest), ketuntasasan dapat tercapai dan peserta didik merasakan pembelajaran kimia dengan permainan sebagai media pembelajaran dapat memberikan semangat belajar dan dapat menghibur diri, dirasakan menyenangkan selama pembelajaran. Peserta didik mendukung penggunaan permainan sebagai media pembelajaran selama belajar di rumah, sehingga permainan dapat digunakan sebagai alternatif media pembelajaran kimia pada masa pandemi covid-19.

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“…The use of narration has proven to improve learning only when used with animations [12,33]. Accordingly, we implement our narration environment based on an animation solution that has shown to be relevant for process models [18]. A screenshot of the environment for the narration treatment is depicted in Fig.…”

Section: Experimental Designmentioning

confidence: 99%

“…Next, we chose not to apply an interactive animation where the participants have control over the animation but rather implemented a continuous mode. This option could potentially increase the cognitive load due to the effort to actively explore the process flow [18] while processing the textual information from the auditory channel. Furthermore, as the duration of the treatment for each participant would vary, it would be difficult to set a standard minimum time to make the narration and non-narration treatments comparable.…”

Section: Experimental Designmentioning

confidence: 99%

“…Next, a page explaining the BPMN notation was shown. After that, the participants moved to the personal questionnaire to collect data on their background that might influence their comprehension on process models [18]. Here, we used four questions from literature about self-reported process modeling expertise and two questions on the level of domain knowledge regarding the presented processes.…”

Section: Participants and Proceduresmentioning

confidence: 99%

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Narration as a Technique to Improve Process Model Comprehension: Tell Me What I Cannot See

Aysolmaz,

Cayhani,

Reijers

2022

Advanced Information Systems Engineering

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show abstract

Animation as a dynamic visualization technique for improving process model comprehension

Cited by 32 publications

References 61 publications

The Effect of Animation-Guided Mindfulness Meditation on the Promotion of Creativity, Flow and Affect

The Effect of Animation-Guided Mindfulness Meditation on the Promotion of Creativity, Flow and Affect

Gamifikasi Untuk Pendidikan: Pembelajaran Kimia Yang Menyenangkan Pada Masa Pandemic Covid-19

Narration as a Technique to Improve Process Model Comprehension: Tell Me What I Cannot See

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