Lines, Blobs, Crosses and Arrows: Diagrammatic Communication with Schematic Figures

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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“…For example, arrows are effective in indicating temporal sequence and direction of motion (e.g. Tversky, Zacks, Lee & Heiser, 2000).…”

Section: Discussionmentioning

confidence: 99%

Animation: can it facilitate?

Tversky¹,

Morrison²,

Bétrancourt³

2002

International Journal of Human-Computer Studies

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1,304

932

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“…Therefore, graphical cues such as arrows and lines are often suggested to explicate causal relations that are unclear or too implicit in the presentation (Tversky et al 2000(Tversky et al , 2008. It is important to note that while similar graphical cues may be used for guiding attention to specific information, their purpose as a relational cue is to make a sequential or temporal relation more explicit instead of merely emphasizing a single location.…”

Section: Relating Elements In a Single Representationmentioning

confidence: 99%

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations . Cognitive load theory . Instructional designRecent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static

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“…At a high level, diagrams schematize thought, using place and forms in space to convey both concrete and abstract meanings [34]. Certain "privileged symbols (arrows, lines, boxes, crosses, and circles) and dimensions of the page (horizontal, vertical) are commonly used to convey meaning in diagrammatic contexts [33,36]. For example, arrows have been found to strongly imply the functional (as opposed to the structural) organization of mechanical systems (e.g., the temporal, dynamic, and causal aspects) [10].…”

Section: Related Workmentioning

confidence: 99%

“…However, relatively little is known about what visual and textual mechanisms GAs employ, and how, to express scientific research. While prior studies of diagrammatic communication can inform understanding of GAs (e.g., [8,9,10,36,33,34]), GAs are unique based on their focus on communicating scientific contributions specific to single publications. GAs can be thought of as a specific form of overview figure-a summative diagram used to aid readers in deciphering research contributions and methods across many scientific and empirical disciplines.…”

Section: Introductionmentioning

confidence: 99%

Picturing Science: Design Patterns in Graphical Abstracts

Hullman

Bach

2018

Lecture Notes in Computer Science

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Abstract. A graphical abstract (GA) provides a concise visual summary of a scientific contribution. GAs are increasingly required by journals to help make scientific publications more accessible to readers. We characterize the design space of GAs through a qualitative analysis of 54 GAs from a range of disciplines, and descriptions of GA design principles from scientific publishers. We present a set of design dimensions, visual structures, and design templates that describe how GAs communicate via pictorial and symbolic elements. By reflecting on how GAs employ visual metaphors, representational genres, and text relative to prior characterizations of how diagrams communicate, our work sheds light on how and why GAs may be distinct. We outline steps for future work at the intersection of HCI, AI, and scientific communication aimed at the creation of GAs.

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Lines, Blobs, Crosses and Arrows: Diagrammatic Communication with Schematic Figures

Cited by 137 publications

References 5 publications

Animation: can it facilitate?

Animation: can it facilitate?

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

Picturing Science: Design Patterns in Graphical Abstracts

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