The active integration of information during learning with dynamic and interactive visualisations

Bodemer, Daniel; Ploetzner, Rolf; Feuerlein, Inge; Spada, Hans

doi:10.1016/j.learninstruc.2004.06.006

Cited by 213 publications

(152 citation statements)

References 42 publications

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“…VR instructional intervention might have helped to reduce extraneous cognitive load and at the same time increase germane cognitive load. The ability to control the learning activities while interacting with the dynamic visualizations allows learners to adapt the instructional material to their cognitive system to decrease extraneous load; and engages learners in active processing of instructional material to increase germane cognitive load (Bodemer, Ploetzner, Feuerlein, & Spada, 2004;Khalil et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

326

130

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This study aims to verify the learning effectiveness of a desktop virtual reality (VR)-based learning environment, and to investigate the effects of desktop VR-based learning environment on learners with different spatial abilities. The learning outcome was measured cognitively through academic performance. A quasi pretest-posttest experimental design was employed for this study. A total of 431 high school students from four randomly selected schools participated in this study where they were randomly assigned to either experimental or control groups based on intact classes. Findings indicate a significant difference in the performance achievement between the two groups with students performed better using desktop virtual reality. A possible explanation is that the desktop virtual reality instructional intervention has helped to reduce extraneous cognitive load and engages learners in active processing of instructional material to increase germane cognitive load. A significant interaction effect was found between the learning mode and spatial ability with regard to the performance achievement. Further analysis shows a significant difference in the performance of low spatial ability learners in the experimental and control groups, but no statistically significant difference in the performance for high spatial learners in both groups. The results signify that low spatial ability learners' performance, compared with high spatial ability learners, appeared to be more positively affected by the desktop VRbased learning environment which is supported by the ability-as-compensator hypothesis, and can be explained by the cognitive load theory.

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Section: Discussionmentioning

confidence: 99%

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

326

130

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“…In addition to dynamic representations, technological tools also have the potential to offer multiple representations of the "same" mathematical object and to allow users to make connections between these representations, either simply by juxtaposition or by manipulating one representation and causing a corresponding change in another. These ideas are very closely related to basic cognitivepsychology research on multimedia learning (e.g., Bodemer, Plötzner, Feuerlein, & Spada, 2004), but also to issues of simulation-based inquiry learning as discussed in de Jong (2006;see Chapter 2). Different types of computational environments for real-world settings have been used to support math learning.…”

Section: Issues From Pedagogy: Scaling Up Laboratory Researchmentioning

confidence: 95%

Learning from Multimedia and Hypermedia

Gerjets

Kirschner

2009

Technology-Enhanced Learning

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Computer-based multimedia and hypermedia resources (e.g., the world wide web) have become one of the primary sources of academic information for a majority of pupils and students. In line with this expansion in the field of education, the scientific study of learning from multimedia and hypermedia has become a very active field of research. In this chapter we provide a short overview with regard to research on learning with multimedia and hypermedia. In two review sections, we describe the educational benefits of multiple representations and of learner control, as these are the two defining characteristics of hypermedia. In a third review section we describe recent scientific trends in the field of multimedia/hypermedia learning. In all three review sections we will point to relevant European work on multimedia/hypermedia carried out within the last 5 years, and often carried out within the Kaleidoscope Network of Excellence. According to the interdisciplinary nature of the field this work might come not only from psychology, but also from technology or pedagogy. Comparing the different research activities on multimedia and hypermedia that have dominated the international scientific discourse in the last decade reveals some important differences. Most important, a gap seems to exist between researchers mainly interested in a "serious" educational use of multimedia/hypermedia and researchers mainly interested in "serious" experimental research on learning with multimedia/hypermedia. Recent discussions about the pros and cons of "design-based research" or "use-inspired basic research" can be seen as a direct consequence of an increasing awareness of the tensions within these two different cultures of research on education.

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“…For example, the tutor's prompts (e.g., for taking up new information during discussion) provided students with additional examples of the conditions for strategy application. In this way, the tool may have facilitated students' acquisition of conditional strategy knowledge and thus their later self-regulation of strategy application (Butler & Winne, 1995). It is possible that adaptive tutoring could lead to the acquisition of applicable strategy knowledge without any prior explicit strategy instruction; however, the data of the present study are not sufficient to explore this question.…”

Section: Discussionmentioning

confidence: 77%

Training for fostering knowledge co-construction from collaborative inference-drawing

Deiglmayr

Spada

2011

Learning and Instruction

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Groups typically have difficulties drawing inferences that integrate individuals' unique information (collaborative inferences) and thus yield a true assembly bonus. An experiment with 36 dyads of university-level students in four training conditions showed, particularly in untrained dyads, that collaborative inferences were less likely to be drawn than two other types of inferences that did not require collaborative information processing. Reflected case-based training led to more inferences during subsequent testing. Testing performance was highest if the training had also included explicit strategy instruction in combination with adaptive tutoring. However, explicit strategy instruction without adaptive tutoring offered no advantage.

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The active integration of information during learning with dynamic and interactive visualisations

Cited by 213 publications

References 42 publications

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Learning from Multimedia and Hypermedia

Training for fostering knowledge co-construction from collaborative inference-drawing

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