Investigating gender and spatial measurements in instructional animation research

Wong, Mona; Castro-Alonso, Juan C.; Ayres, Paul; Paas, Fred

doi:10.1016/j.chb.2018.02.017

Cited by 35 publications

(17 citation statements)

References 101 publications

(112 reference statements)

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“…Several studies have indicated that, generally speaking, men have better spatial awareness than women as a result of different factors. This statement has even been reaffirmed in conclusions drawn from more recent research [34][35][36][37].…”

Section: Discussionmentioning

confidence: 68%

Augmented Reality to Facilitate Learning of the Acoustic Guitar

et al. 2020

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Many people wishing to learn a musical instrument opt to learn using alternative or informal methods instead of the traditional Master–Apprentice model that requires a greater cognitive load. This paper presents an augmented reality (AR)-based application designed to teach and train guitar chords, with the novelty that it is also used to teach short melodies consisting of four chord transitions so that users have to change hand and finger positions. The app uses high-quality 3D models of an acoustic guitar and animated hand to indicate correct finger positions and the movements required when changing from one chord to another. To follow the animated instructions, the learner overlaps the 3D model onto the neck of the physical guitar and his or her own hand. A system usability scale (SUS) questionnaire was used to measure the usability of the application. A score of 82.0 was obtained, which is higher than the average of 68 points that indicates the application is good from a user experience perspective, thus satisfying the purpose for which it was created. Having analysed the data for both groups—individuals with no prior experience of playing a musical instrument versus individuals with prior experience—it was concluded that the application provided a useful learning approach for all participants involved in the study, regardless of experience. That said, those possessing prior experience of playing an instrument learnt faster. It should be noted that the research revealed significant difference in learning by gender, with male participants learning faster than female participants. Similar results have been detected in other research performed in the field of music, as well as in other fields. As this study required spatial reasoning when viewing the 3D model, the differences identified this case may well have arisen as a consequence of differences in men and women’s spatial awareness, thereby leaving open an alternative line of research.

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Section: Discussionmentioning

confidence: 68%

Augmented Reality to Facilitate Learning of the Acoustic Guitar

et al. 2020

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“…Finally, and most importantly, because of their temporal impairment, deaf learners find the mental simulation and sequencing of the evolution of dynamic situations via static pictures more difficult than learners with normal hearing (Conway et al, 2009). Dynamic visualization presentation could, however, act as a compensating support, as previous studies have shown for learners with low visuospatial abilities (Berney & Bétrancourt, 2016;Boucheix & Schneider, 2009;Hegarty, 2004;Hegarty, Kriz, & Cate, 2003;Höffler & Leutner, 2011;Wong, Castro-Alonso, Ayres, & Paas, 2018). F I G U R E 2 Examples of two overtaking situations, when the distance from the vehicle in front (on approach) is short (a) and when the distance from the vehicle is longer (b).…”

Section: Time Sequencing Issues In Deaf Peoplementioning

confidence: 95%

“…Results showed fewer errors in the animated format than in the sequential-static format for deaf people only. Animation may act as a compensatory factor (Boucheix & Schneider, 2009;Höffler & Leutner, 2011;Wong et al, 2018). However, much more research is needed to address this issue and confirm (or disprove) this result.…”

Section: Animation As a "Temporal Compensation" Processing For Deafmentioning

confidence: 99%

Can animation compensate for temporal processing difficulties in deaf people?

Laurent

Boucheix

Argon

et al. 2020

Applied Cognitive Psychology

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Summary This article addresses the issue of animation as an aid for temporal processing difficulties in deaf people learning the Highway Code. A decision‐making task involving static or animated road situations was performed by 21 deaf and 24 hearing participants. They were confronted with four types of driving situations (overtaking, negotiating roundabouts, highways, and intersections) and had to decide whether or not to proceed. Participants were presented with two different formats (static vs. animated) and two levels of difficulty (simple vs. complex). Results showed that deaf participants had poorer performances in the static condition than hearing participants. Performance was better in the animated condition than in the static condition, especially in deaf participants. The benefits of animation were greater in complex situations for all participants. Decisions made on dynamic road situations were facilitated by the presence of spatiotemporal dimensions. These proved helpful to deaf candidates who have difficulties in this particular area.

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“…One limitation of this review is that we considered the cognitive load theory evidence for groups of students, without consideration of their individual characteristics (besides expertise levels). Future directions for instructor- and learner-managed solutions could not only consider learners’ expertise as an important individual characteristic, but also assess the moderating effects of other learners’ properties, such as gender (e.g., Castro-Alonso et al, 2019b ; Heo & Toomey, 2020 ; Wong et al, 2018 ), visuospatial processing (see Allen et al, 2019 ; Buckley et al, 2018 ; Castro-Alonso, 2019 ), mental effort (e.g., van Gog et al, 2020 ), and motivation (e.g., Eitel, Endres, et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

et al. 2021

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Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and drawings to complement texts); (b) the split-attention effect or spatial contiguity principle (show texts contiguously or integrated with visualizations); (c) the redundancy effect, alike the coherence principle (remove nonessential learning information); (d) the signaling principle (cue or signal essential learning information); and (e) the transient information effect or segmenting principle (segment or control the pace of animations and videos). Usually, both cognitive theories have investigated solutions that instructors, teachers, and designers should pursue to optimize students’ learning. Here, in a novel approach, we show that these strategies can also be used by learners who want to self-manage their cognitive load and learning process. We provide several examples of both instructor- and learner-managed solutions aligned with these strategies. When assessing which agent, either the instructor or the learner, was most effective, we observed mixed results in the literature. However, the expertise reversal effect may help predict the direction of these effects: novice students may learn better under instructor-managed conditions, whereas more expert students may learn more under learner-managed conditions.

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Investigating gender and spatial measurements in instructional animation research

Cited by 35 publications

References 101 publications

Augmented Reality to Facilitate Learning of the Acoustic Guitar

Augmented Reality to Facilitate Learning of the Acoustic Guitar

Can animation compensate for temporal processing difficulties in deaf people?

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

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