Learning With Real Machines or Diagrams: Application of Knowledge to Real-World Problems

Ferguson, Erika L.; Hegarty, Mary

doi:10.1207/s1532690xci1301_4

Cited by 64 publications

(52 citation statements)

References 25 publications

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“…''Selectively'' because some of what has been called animation has involved other aspects of communication situations, especially interactivity, which is known to benefit learners on its own (e.g. Ferguson & Hegarty, 1995). To evaluate animation per se, it must be compared to graphics that do not change with time, as it is change with time that animation adds.…”

Section: Previewmentioning

confidence: 99%

“…Animations are often interactive; interactivity is known to facilitate performance but it should not be confused with animation (e.g. Ferguson & Hegarty, 1995). When animations fail to benefit learning, their promoters argue that they are attractive and motivating, so they could be preferred just for that (Perez & White, 1985;Rieber, 1991a;Sirikasem & Shebilske, 1991).…”

Section: Failures Of Animation To Benefitmentioning

confidence: 99%

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Animation: can it facilitate?

Tversky¹,

Morrison²,

Bétrancourt³

2002

International Journal of Human-Computer Studies

1,305

932

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Graphics have been used since ancient times to portray things that are inherently spatiovisual, like maps and building plans. More recently, graphics have been used to Portray things that are metaphorically spatiovisual, like graphs and organizational charts. The assumption is that graphics can facilitate comprehension, learning, memory, communication and inference. Assumptions aside, research on static graphics has shown that only carefully designed and appropriate graphics prove to be beneficial for conveying complex systems. Effective graphics conform to the Congruence Principle according to which the content and format of the graphic should correspond to the content and format of the concepts to be conveyed. From this, it follows that animated graphics should be effective in portraying change over time. Yet the research on the efficacy of animated over static graphics is not encouraging. In cases where animated graphics seem superior to static ones, scrutiny reveals lack of equivalence between animated and static graphics in content or procedures; the animated graphics convey more information or involve interactivity. Animations of events may be ineffective because animations violate the second principle of good graphics, the Apprehension Principle, according to which graphics should be accurately perceived and appropriately conceived. Animations are often too complex or too fast to be accurately perceived. Moreover, many continuous events are conceived of as sequences of discrete steps. Judicious use of interactivity may overcome both these disadvantages. Animations may be more effective than comparable static graphics in situations other than conveying complex systems, for example, for real time reorientations in time and space. #

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Section: Previewmentioning

confidence: 99%

Section: Failures Of Animation To Benefitmentioning

confidence: 99%

Animation: can it facilitate?

Tversky¹,

Morrison²,

Bétrancourt³

2002

International Journal of Human-Computer Studies

1,305

932

View full text Add to dashboard Cite

show abstract

“…Virtually all of these studies have used verbal materials exclusively; relatively little work has explored the use of visual analogies. Most studies of diagrammatic reasoning have focused on the interpretation of pictures and diagrams that directly represent the information in the problem to be solved (e.g., by using a static picture of a pulley system to infer the direction of motion; see Ferguson & Hegarty, 1995;Funt, 1995;Hegarty, 1991Hegarty, , 1992Hegarty, , 1995Hegarty, Just, & Morrison, 1988). In this line of research, the use of analogy between one problem and another has not been examined.…”

mentioning

confidence: 99%

The use of diagrams in analogical problem solving

2001

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In four experiments, we examined the impact of perceptual properties on the effectiveness of diagrams in analogical problem solving, using variants of convergence diagrams as source analogues for the radiation problem. Static diagrams representing the initial problematic state (one large line directed at a target) and the final state for a convergence solution (multiple converging lines) were not accessed spontaneously but were often used successfullyonce a hint to consider the diagram had been provided. The inaccessibility of static diagrams was not alleviated by adding additional diagrams to represent intermediate states (Experiment 1), but spontaneous access was improved by augmenting static diagrams with a verbal statement of the convergence principle (Experiment 3). Spontaneous retrieval and noticing were increased markedly by animating displays representing converging forces and thereby encouraging encoding of the lines as indicating motion toward a target (Experiments 3 and 4). However, neither static nor animated diagrams were effective when the arrows were reversed to imply divergence rather than convergence (Experiment 2). The results indicate that when animation encourages the interpretation of a diagram as a helpful source analogue, it can greatly enhance analogical transfer.

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“…He argues that the use of multiple media with which students can interact (rather than passively consume) can enhance cognitive engagement. Evidence for the success of instructional techniques is often attributed to the degree to which students can interactively direct the lesson (Ferguson et al, 1995;Wagner, 1997). Current views of education place an emphasis on the interactive components of lessons (Rogers et al, 1996).…”

mentioning

confidence: 99%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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Learning With Real Machines or Diagrams: Application of Knowledge to Real-World Problems

Cited by 64 publications

References 25 publications

Animation: can it facilitate?

Animation: can it facilitate?

The use of diagrams in analogical problem solving

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

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