Learning about Locomotion Patterns from Visualizations: Effects of Presentation Format and Realism

Autor/inn/en	Imhof, Birgit; Scheiter, Katharina; Gerjets, Peter
Titel	Learning about Locomotion Patterns from Visualizations: Effects of Presentation Format and Realism
Quelle	In: Computers & Education, 57 (2011) 3, S.1961-1970 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.05.004
Schlagwörter	Realism; Computer Graphics; Computer Assisted Instruction; Instructional Materials; Classification; Information Technology; College Students; Higher Education; Outcomes of Education; Spatial Ability; Interaction + Suchen Sie Ihr Suchwort? Realismus; Computergrafik; Computer based training; Computerunterstützter Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Classification system; Klassifikation; Klassifikationssystem; Informationstechnologie; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Räumliches Vorstellungsvermögen; Interaktion
Abstract	The rapid development of computer graphics technology has made possible an easy integration of dynamic visualizations into computer-based learning environments. This study examines the relative effectiveness of dynamic visualizations, compared either to sequentially or simultaneously presented static visualizations. Moreover, the degree of realism in the visualizations was manipulated experimentally. One hundred-and-twenty university students were randomly assigned to one of six conditions (3 x 2; between-subjects; presentation format x realism). Learners' visuo-spatial abilities were considered as a continuous moderator for the presentation format. Learning outcomes were measured by a pictorial locomotion pattern classification test. Dynamic conditions outperformed static-sequential ones, but not static-simultaneous conditions, in classification performance. Realism had no main effect and did not interact with the presentation format as expected. Learners' visuo-spatial abilities had a positive effect on learning outcomes, but did not moderate the effects of the presentation format. Implications of the results for the design of instructional materials are discussed. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10