Learning from Static and Dynamic Visualizations: What Kind of Questions Should We Ask?

Wagner, Inga; Schnotz, Wolfgang

doi:10.1007/978-3-319-56204-9_4

Cited by 14 publications

(7 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, in the large majority of assessments (at least 67.0%) the task is exclusively specified verbally. For the most part, it is an exception that dynamic visualizations such as animations (Wagner & Schnotz, 2017) or videos (Brucker et al, 2015) are part of the task.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned

Ploetzner

Berney

Bétrancourt

2020

Computer Assisted Learning

View full text Add to dashboard Cite

In a systematic review, 194 studies on learning from animation were analysed. The analysis covers the learning domains, the representational characteristics of the animations, the assessed perceptual and cognitive achievements, and the assessment formats. Research on learning from animation focuses on assessing conceptual at the neglect of kinematic mental models. This is in contrast to an important rationale for making use of animations: that it needs to be learned what animations can specifically display, namely, how change in space and time occurs. This might explain why meta-analyses which compared the effectiveness of animations and static pictures found merely small overall effect sizes in favour of animations. To confirm this hypothesis, one meta-analysis was re-analysed with a new moderator. It encodes whether the features of the displayed changes were relevant to learning. Learning from animations was significantly more successful than learning from static pictures, if the features of the displayed changes had to be learned.

show abstract

Section: Resultsmentioning

confidence: 99%

“…For the most part, it is an exception that dynamic visualizations such as animations (Wagner & Schnotz, 2017) or videos (Brucker et al, 2015) are part of the task.…”

Section: Assessment Formatsmentioning

confidence: 99%

A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned

Ploetzner

Berney

Bétrancourt

2020

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…They found no significant differences on the outcomes for the type of knowledge being taught. Others showed evidence that dynamic visualisations emphasise temporal information and may improve perceptual learning to answer "what" questions, whereas static images improve cognitive learning to answer "why" questions (Wagner & Schnotz, 2017). A recent meta-analysis of 46 studies on STEM learning tasks and manipulative-procedural tasks found a small but significant effect, showing that animations were more effective than static visualisations for procedural learning (Castro-Alonso, Wong et al, 2019).…”

Section: Animationsmentioning

confidence: 99%

Comparison of dynamic visuals to other presentation formats when learning social science topics in an online setting

Türkay¹

2022

AJET

View full text Add to dashboard Cite

Despite the widespread use of whiteboard animations in both academic and informal settings, little evidence exists about their efficacy and impact on learner experiences, especially in non-STEM fields such as the social sciences. This study examined the effects of whiteboard animations against three other instructional formats on comprehension, measured by multiple choice questions and an open-ended summary question, and subjective experiences measured by Likert scale items. In a randomised experiment, Amazon Mechanical Turk participants (N = 299) viewed one of two social science lectures in one of four instructional formats: whiteboard animations, narrated slides, on-stage lecture, or audio/narration alone. Data was analysed using a series of ANOVA tests. Results showed that the whiteboard animation group answered significantly more questions than those who learned with on-stage lectures or narrated slides. Whiteboard animation and audio only groups also reported more enjoyment of, and engagement with, the lessons compared to the other groups. Findings contribute to the body of knowledge by providing evidence on the effectiveness of instructional materials when learning example social science topics. Implications for practice or policy: Considering on-stage lectures and narrated slides are commonly used video formats in online education, practitioners should consider using different lecture formats (e.g., audio only) when teaching social science subjects. Online course developers may consider using the whiteboard animations to enhance student learning outcomes.

show abstract

“…Current research results by Wagner and Schnotz also show that a flexible combination of dynamic and static images accomodates individual learning requirements of the viewer, so that learning goals can therefore be better achieved by a heterogeneous learning group [25]. Therefore, in the new animation three buttons, a play-and a pause-button as well as a back-button, starting the animation from the beginning, were integrated, so the observation can be individually adapted by the user.…”

Section: Eye-tracking Study As Basis For a Redesign Of An Animation Omentioning

confidence: 99%

Digital Learning Tools for Teaching “Alternative Solar Cells with Titanium Dioxide” (ALSO-TiO<SUB>2</SUB>) - A Contribution to Sustainable Development Education

Zeller¹,

Bohrmann‐Linde²,

Kläger³

2020

WJCE

View full text Add to dashboard Cite

The movement "Fridays for Future" is a good indicator for students not only having a very strong interest in sustainability, but also a high motivation to actively discuss this topic. For this reason, it is important for schools to provide the necessary basic knowledge and to give students insight into current research and application within the realm of sustainability education and SDGs. In this article digital learning tools for the concept "Alternative Solar Cells with Titanium Dioxide" (ALSO-TiO 2) are presented, that can be used to implement the topic "Solar Cells" in regular chemistry classes. The concept bridges the gap between the galvanic cell as a compulsory subject and dye-sensitized solar cells (DSSC), also known as Grätzel-cells. Thus didactic experiments, so-called photogalvanic cells, are explored with the help of an e-book. In addition, a small eye-tracking study is presented which was carried out in order to develop a new edition of an interactive animation.

show abstract

Learning from Static and Dynamic Visualizations: What Kind of Questions Should We Ask?

Cited by 14 publications

References 25 publications

A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned

A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned

Comparison of dynamic visuals to other presentation formats when learning social science topics in an online setting

Digital Learning Tools for Teaching “Alternative Solar Cells with Titanium Dioxide” (ALSO-TiO<SUB>2</SUB>) - A Contribution to Sustainable Development Education

Contact Info

Product

Resources

About