Dynamic versus static visuals: A case study on undergraduate students in computer science

Abstract

The effects of dynamic and static visualizations in understanding a topic in an undergraduate course were reported. An experimental study with two groups of students totaling 38, investigated the effect of using static graphics and text over dynamic visuals with the same amount of text. For the study, two versions of a computer-based learning on a computer science subject, for the topic of memory management in operating systems were developed and served as a learning material. To test on the effectiveness, students were given a test on recall and transfer of knowledge after studying the learning material. Initial analysis of results indicates no statistical difference between the scores for the two versions and suggests that dynamic visuals, by themselves, do not necessarily improve student understanding.