Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review

Abstract

Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner’s cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using “QualSyst”. Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners’ expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners’ expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.

Learning Basketball Tactical Actions from Video Modeling and Static Pictures: When Gender Matters

“…In line with the first hypothesis, the results showed that the video modeling does not lose its effectiveness in learning basketball tactical actions (whatever the gender of the learners), despite the addition of arrow-symbols which can allow learners to improve motor learning from static pictures [24,51]. These results are in line with a consistent body of research carried out either in sports or in other instructional domains, showing the positive effects of dynamic visualizations in learning when the content to be learnt is realistic and involves procedural motor knowledge [20,21,24,52]. Consequently, the human movement effect [27] has again been supported in learning sport skills requiring the whole body, indicating that video modeling examples were found to be within the working memory constraints of the students, and were not too long and/or complex to become subject to transient effects (see Wong et al [14] for a discussion of how the transient nature of digital videos can sometimes hinder motor learning).…”

“…In this context, examining the effectiveness of video modeling vs. static pictures in learning different motor skills has raised considerable interest among sport didacticians/psychologists [20]. These scientific works dovetail nicely with findings from observational learning research.…”

Using Coordinated Visual and Verbal Cues in Complex Multimedia Materials to Improve Tactical Learning in Soccer

“…However, in the case of a complex material, highlighting game actions through coordinated visual and verbal cues was effective for improving tactical learning: participants achieved a higher level of immediate and delayed recall performances. First, these results could fit with some studies carried out in either team sports or in other instructional domains, indicating that instructional design techniques (e.g., employing self-control, decreasing the presentation speed) are only effective with the increase in the complexity of instructional materials [ 34 , 35 , 36 , 37 , 38 ]. For example, Rekik et al [ 1 ] showed that a sequential presentation of information (either with or without tracing) improves tactical learning solely when processing complex soccer diagrams.…”

Classroom Visualization Based on the Relationship between User Roles and Scene Content

“…In the area of indoor map representation, many research results have also been achieved in recent years. Reference [23] proposed a method for displaying and navigating indoor location maps by using a mobile terminal with a camera to superimpose path information on a paper map. Reference [24] proposed an indoor access representation method that can represent the topological relationship of cross-floor access from the perspective of underground pipeline maps.…”