Impact of static graphics, animated graphics and mental imagery on a complex learning task

Lai, Feng-Qi; Newby, Timothy J.

doi:10.14742/ajet.885

Cited by 5 publications

(10 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even though self‐reported student engagement may provide some sense of the impact of teaching, it in no way captures the three types of student engagement: affective, behavioral, and cognitive 10 . Hard or direct measures of learning are less likely to be assessed and have included time spent on task, 11 performance on exams, 12 – 14 and final course grades 15 – 17 . Moreover, these studies have focused on general learning outcomes and have not identified specific types of differences in terms of learning such as recall or recognition 18 .…”

mentioning

confidence: 99%

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

Schönwetter

Gareau-Wilson

Cunha

et al. 2016

Journal of Dental Education

View full text Add to dashboard Cite

The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screencaptured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

show abstract

mentioning

confidence: 99%

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

Schönwetter

Gareau-Wilson

Cunha

et al. 2016

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…The strength of these static images is that, due to their stationary nature, they provide learners the opportunity to self‐regulate their processing of the material in the way they are most capable of understanding . These benefits have been explored in a number of studies where static images were found to either outperform or be equivalent to other ERs at introducing various concepts . Despite these positive results, the over use of arrows and other forms of visual shorthand to guide learners through static images has been suggested to inadvertently increase cognitive load, resulting in the creation of inaccurate mental models and student misconceptions .…”

Section: Introductionmentioning

confidence: 99%

“…Schonbron and Anderson group these factors into three categories affecting student interpretation of an ER: conceptual knowledge (student understanding of a concept), reasoning ability (student use of cognitive skills), and mode (makeup of the ER itself). Two aspects of this model, prior knowledge (representing conceptual knowledge) and spatial ability (representing reasoning ability), have been suggested to contribute to student success with both static and dynamic ERs . Previous studies have explored the importance of prior knowledge on learning outcomes when concepts were presented in both static image and dynamic animation formats.…”

Section: Introductionmentioning

confidence: 99%

“…Spatial ability defines how well an individual is able to process their visual field and organize the information into their own mental representation . Researchers have shown that students with higher spatial ability levels experience greater learning outcomes across both static and dynamic ERs when compared to student with lower spatial ability . Much like prior knowledge, spatial ability was suggested to assist students with the formation of cognitive connections regardless of the ER used to present the information.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction*

Goff

Reindl

Johnson

et al. 2016

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):226-234, 2017.

show abstract

“…Previous studies suggest that learning outcomes are influenced not only by learners' characteristics and interactions with learning environments but also by the treatment of learning materials (Hede, 2002;Smith & Woody, 2000). Therefore, if instructional design is employed to treat learning materials of e-textbooks appropriately, learners will be assisted with reducing cognitive load and enhancing learning outcomes in their learning process (Lai & Newby, 2012;Sweller & Chandler, 1994). Multimedia learning materials which are perceived by both visual and audio organs (i.e., the dual-sensed method) produce a much better effect on learning outcomes than the single-sensed method (Kalyuga, 2000;van Merriënboer & Sweller, 2010).…”

Section: Introductionmentioning

confidence: 99%

Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps

Huang

Chen

2014

AJET

View full text Add to dashboard Cite

It is possible that e-textbook readers and tablet PC's will become mainstream reading devices in the future. However, knowledge about instructional design in this field of learning sciences is inadequate. This study aimed to analyse how two factors, that is, presentation methods and concept maps, interact with cognitive load and learning outcomes when the contents of e-textbooks are compiled. Further, it endeavored to suggest an adequate logic of instructional design based on the findings. An empirical method was adopted, and 78 participants -either undergraduates or graduates in college -were recruited. Regarding the compilation of e-textbooks, the findings can be summarised as follows: (a) Providing concept maps not only reduces learners' cognitive load but also enhances their learning outcomes of cognition, affection, and psychomotor performance. (b) Overall, video (V) is superior to text and diagram interaction (TDI) in terms of learning outcomes, and TDI is superior to text and diagram (T&D). Nevertheless, within the cognitive domain, learning outcomes produced by V are not necessarily superior to those produced by TDI. When learners are not provided with concept maps, TDI is superior to V in terms of learning outcomes. Conversely, if learners are provided with concept maps, V is superior to TDI.

show abstract

Impact of static graphics, animated graphics and mental imagery on a complex learning task

Cited by 5 publications

References 27 publications

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction*

Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps

Contact Info

Product

Resources

About