The Effect of Animated Diagrams on the Understanding of a Mathematical Demonstration in 11‐ to 14‐year‐old Pupils

Thompson, Sandee; Riding, Richard

doi:10.1111/j.2044-8279.1990.tb00925.x

Cited by 28 publications

(15 citation statements)

References 3 publications

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“…Research by Thompson and Riding (1990) further supports the hypothesis that animation facilitates learning when it presents the fine-grained actions that static graphics do not present. Their program taught the Pythagorean theorem to junior high school students.…”

Section: Incomparable Content In Static and Animated Graphicsmentioning

confidence: 51%

Animation: can it facilitate?

Tversky¹,

Morrison²,

Bétrancourt³

2002

International Journal of Human-Computer Studies

1,307

963

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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: Incomparable Content In Static and Animated Graphicsmentioning

confidence: 51%

Animation: can it facilitate?

Tversky¹,

Morrison²,

Bétrancourt³

2002

International Journal of Human-Computer Studies

1,307

963

View full text Add to dashboard Cite

show abstract

“…Previous research has shown that a sequential external presentation of a dynamic process can bring more benefits than animation (or as much as an animation) in enhancing mental representation (Hegarty, 1992(Hegarty, , 2004Hegarty, Kriz, & Cate, 2003;Mayer et al, 2005;Paas, Van Gerven, & Wouters, 2007;Zacks & Tversky, 2003). However, other recent studies have shown that a continuous animated presentation outperforms a static presentation (Bétrancourt, Dillenbourg, & Clavien, in press;Catrambone & Fleming Seay, 2002;Thompson & Riding, 1990). To explain the contradictory findings one could pose the question if it is the nature of the elements of a dynamic mechanical system that makes the difference on how they are presented and, consequently, learned.…”

Section: Illustration Of Dynamic Informationmentioning

confidence: 93%

“…Thompson and Riding (1990), using a lesson about the Pythagorean Theorem, showed that the performance of participants who worked with a continuous animation was better than that of two other groups who learned the steps of geometrical transformations using a discrete multiple presentation of static graphics on paper or using a single static graphic. In learning computer algorithms, Catrambone and Fleming Seay (2002) showed that an animation was a better aid than a discrete static graphic presentation taken from an animation.…”

Section: Illustration Of Dynamic Informationmentioning

confidence: 96%

Static and animated presentations in learning dynamic mechanical systems

Boucheix

Schneider

2009

Learning and Instruction

121

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“…For instance, in multidimensional representations, several movements can occur simultaneously or on multiple planes. Benefits of animating VMRs include: attracting and directing attention to embedded detail, visualizing dynamic and transitional processes, supporting external cognition, increasing visual explicitness of encoded information, and facilitating perception of semantic and temporal transformations inherent in the VMR (Thompson and Riding, 1990;Park, 1998;Jones and Scaife, 2000;Morrison et al, 2000;Sedig et al, 2003).…”

Section: Animatingmentioning

confidence: 98%

Characterizing Interaction with Visual Mathematical Representations

Sedig

Sumner

2006

Int J Comput Math Learning

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This paper presents a characterization of computer-based interactions by which learners can explore and investigate visual mathematical representations (VMRs). VMRs (e.g., geometric structures, graphs, and diagrams) refer to graphical representations that visually encode properties and relationships of mathematical structures and concepts. Currently, most mathematical tools provide methods by which a learner can interact with these representations. Interaction, in such cases, mediates between the VMR and the thinking, reasoning, and intentions of the learner, and is often intended to support the cognitive tasks that the learner may want to perform on or with the representation. This paper brings together a diverse set of interaction techniques and categorizes and describes them according to their common characteristics, goals, intended benefits, and features. In this way, this paper aims to provide a preliminary framework to help designers of mathematical cognitive tools in their selection and analysis of different interaction techniques as well as to foster the design of more innovative interactive mathematical tools. An effort is made to demonstrate how the different interaction techniques developed in the context of other disciplines (e.g., information visualization) can support a diverse set of mathematical tasks and activities involving VMRs. NOTES 1 In this paper, the terms learner, user, problem solver, explorer, and investigator convey the same meaning. 2 These tools, also called cognitive technologies or mindtools, are intended to support human cognitive processes and thinking. Examples of these tools include interactive visualization software to explore patterns in a body of information, mind mapping tools to help externalize and organize thoughts and concepts, and online interactive mathematical applets to investigate how velocity and position graphs relate. 3 The nodes of this diagram represent Ks having different orientations, and its links represent how these Ks can be connected. KAMRAN SEDIG AND MARK SUMNER 48 4 The 8-puzzle is a game consisting of a 3 Â 3 square grid. Eight of the squares have numbers from 1 to 8, and one of the squares is empty. This allows for moving the other 8 squares around into different positions until the squares are arranged in an ascending order, with the last square empty. VISUAL MATHEMATICAL REPRESENTATIONS

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The Effect of Animated Diagrams on the Understanding of a Mathematical Demonstration in 11‐ to 14‐year‐old Pupils

Cited by 28 publications

References 3 publications

Animation: can it facilitate?

Animation: can it facilitate?

Static and animated presentations in learning dynamic mechanical systems

Characterizing Interaction with Visual Mathematical Representations

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