Work

A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning

Year: 2010

Type: article

Abstract: This article reviews studies investigating segmentation of dynamic visualizations (i.e., showing dynamic visualizations in pieces with pauses in between) and discusses two not mutually exclusive processes that might underlie the effectiveness of segmentation. First, cognitive activities needed for dealing with the transience of dynamic visualizations impose extraneous cognitive load, which may hinder learning. Segmentation may reduce the negative effect of this load by dividing animations into smaller units of information and providing pauses between segments that give students time for the necessary cognitive activities after each of those units of information. Second, event segmentation theory states that people mentally segment dynamic visualizations during perception (i.e., divide the information shown in pieces). Segmentation of dynamic visualisation could cue relevant segments to students, which may aid them in perceiving the structure underlying the process or procedure shown.

Source: Educational Psychology Review

DOI: 10.1007/s10648-010-9135-6

Authors: Ingrid A. E. Spanjers, Tamara van Gog, Jeroen J. G. van Merriënboer

Institutions: Maastricht University, Open University of the Netherlands, Erasmus University Rotterdam

Language: English

Topic: Visual and Cognitive Learning Processes

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,790