Realistic details in visualizations require color cues to foster retention

Skulmowski, Alexander; Rey, Günter Daniel

doi:10.1016/j.compedu.2018.03.012

Cited by 31 publications

(58 citation statements)

References 50 publications

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“…As pointed out by Skulmowski and Rey (2018), comparisons between learning materials differing in their degree of realism run into the problem of using visualizations not only featuring a different visual style but also unequal quantities of information. Therefore, we suggest great caution when interpreting results obtained from studies comparing entirely different visualizations, such as a study by Dwyer (1971).…”

Section: Effects Of Realism On Learningmentioning

confidence: 99%

“…In that study (Dwyer, 1971), heart anatomy was to be learned, among other conditions, using either a highly abstract diagram, a drawing with more detail, a photograph of a model, or a photograph of a heart. Since these learning materials differed in their amount of information and their visual style at the same time, it is difficult to arrive at general guidelines for the use of realism in learning materials from such studies (see also Skulmowski & Rey, 2018). Importantly, realism has been associated with a higher cognitive load (Brucker et al, 2014;Scheiter et al, 2009).…”

Section: Effects Of Realism On Learningmentioning

confidence: 99%

“…Disfluency occurs when learning materials that impose more difficulty, for instance, due to being less legible (Diemand-Yauman, Oppenheimer, & Vaughan, 2011), actually lead to better learning results than a more legible presentation of contents (e.g., Diemand-Yauman et al, 2011; Experiment 1 in Eitel et al, 2014). In the study of Skulmowski and Rey (2018), a visually more complex realistic depiction of a bone likewise resulted in a high retention performance as long as the model included color cues when compared with versions without details, without color cues, or both.…”

Section: Disfluencymentioning

confidence: 99%

“…The learning contents for this study were two visualizations of the human knee, presented as a side view and a top view. For this experiment, we followed the method of manipulating realism by varying the shading and rendering of 3D models while keeping their geometry constant across conditions (similar to Skulmowski & Rey, 2018). The visualizations were created using Blender 2.79b and Inkscape 0.92.4…”

Section: Learning Materialsmentioning

confidence: 99%

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The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load

Skulmowski

Rey

2020

Human Behav and Emerg Tech

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Realistic graphics have been found to result in a worse learning performance than schematic visualizations. These negative results of realism are usually explained by assuming that realistic visualizations induce more cognitive load. Therefore, realism has been linked to the facet of extraneous cognitive load in the model of cognitive load theory. However, recent results indicate that realism may be used to good advantage when it is utilized only in selected parts of visualizations. We tested the hypothesis that realism can be used as a form of signaling. In an experimental study (N = 50), we presented each participant with one realistic and one schematic anatomical visualization. As predicted, retention performance was highest for the realistic components. Furthermore, we found that extraneous load ratings were overall higher when a particularly detailed visualization was shown to participants (although no main effect of realism was found). Our results can be explained in terms of the disfluency effect, which holds that more visually demanding learning materials can in some cases enhance learning. An important implication of the study is that educators may use the degree of realism to focus learners' attention.

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Section: Effects Of Realism On Learningmentioning

confidence: 99%

Section: Effects Of Realism On Learningmentioning

confidence: 99%

Section: Disfluencymentioning

confidence: 99%

Section: Learning Materialsmentioning

confidence: 99%

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The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load

Skulmowski

Rey

2020

Human Behav and Emerg Tech

Self Cite

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“…-the representational GR -helps students to perform cognitive operations more efficiently by making the textual information available also in the visual form. Enhancing the realistic nature of the representational GR by modulating colour, texture or size increases its acceptability and utility (Keller et al, 2006;Skulmowski & Rey, 2018). Interpretational GRs simplifies the topic by providing additional information not available in the text as such.…”

Section: Introductionmentioning

confidence: 99%

‘The load of diversity’: Cognitive load of lessons on biodiversity and classification in the biology textbooks of five different states of India

Machiah¹,

Zeeshan²,

Pillai³

et al. 2019

Preprint

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Teaching and learning biodiversity and classification is highly dependent upon visual information and Graphical Representations (GRs) are an essential component of the study materials discussing these topics. However, GRs are double-edged swords; if used appropriately it reduces the mental effort experienced while learning (cognitive load). Meanwhile, the illustrations loosely connected with the text or complex in its visual properties can hinder the learning significantly. The present study compared the usage of GRs in the lesson on biodiversity and classification given in the IXth standard biology textbooks followed by five different states in India namely Chhattisgarh, Karnataka, Mizoram, Rajasthan, and Telangana and its contribution to the cognitive load. Our result revealed that though these textbooks followed similar contents the properties of the GRs used were noticeably dissimilar. Divergence was also noticed in the way in which the GRs were integrated with the textual information (conceptual integration) and the degree of interaction between such conceptually integrated groups. Influence of such dissimilarity in frequency, form, function, and physical and conceptual integration of GRs on various dimensions of the mental effort required for the comprehension of these vital concepts in environmental science is discussed under the light of the cognitive load theory.

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Correlating Spatial Ability With Anatomy Assessment Performance: A Meta‐Analysis

Roach

Mussell

et al. 2020

Anatomical Sciences Ed

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Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta‐analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969–2019) were retrieved from eight databases. Study eligibility screening was followed by a full‐text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta‐analyzed. Seventy‐three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (rpooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship‐based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non‐spatial multiple‐choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability.

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Realistic details in visualizations require color cues to foster retention

Cited by 31 publications

References 50 publications

The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load

The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load

‘The load of diversity’: Cognitive load of lessons on biodiversity and classification in the biology textbooks of five different states of India

Correlating Spatial Ability With Anatomy Assessment Performance: A Meta‐Analysis

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