Abstract
Within the framework of cognitive learning theories, instructional design manipulations have primarily been investigated under tightly controlled laboratory conditions. We carried out two experiments, where the first experiment was conducted in a restricted system-paced setting and is therefore in line with the majority of empirical studies in the learning sciences. However, the second experiment was done in an ecologically more valid classroom setting, with students working at their own pace with the instructional material embedded in a professional hypermedia learning environment. Both dealt with the same topic in the domain of biological education, namely the structure and functioning of the enzyme ATP-Synthase. In both experiments, the educational value of three- versus two-dimensional animations as well as of visual cues was investigated in a 2 × 2 factorial design. Students’ understanding was facilitated by the presence of a 3D-representation format under tightly controlled conditions only. Regarding the ecologically more valid classroom setting, the 2D format tended to foster understanding more efficiently than the 3D format. The implementation of visual cues enhanced the amount students remembered in both experiments. Our results indicate that the results of tightly controlled laboratory conditions may not be easily generalized to naturalistic classroom settings.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Berthold, K., & Renkl, A. (2009). Instructional aids to support a conceptual understanding of multiple representations. Journal of Educational Psychology, 101, 70–87.
Bodemer, D., Ploetzner, R., Bruchmüller, K., & Häcker, S. (2005). Supporting learning with interactive multimedia through active integration of representations. Instructional Science, 33, 73–95.
Brünken, R., Plass, J. L., & Leutner, D. (2004). Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects. Instructional Science, 32, 115–132.
Byrne, C. B. (1996). Water on tap. The use of virtual reality as an educational tool. Washington D.C.: University of Washington.
Craig, S. D., Gholson, B., & Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy. Journal of Educational Psychology, 94, 428–434.
Crawley, M. J. (2005). Statistics–An introduction using R. Chichester: Wiley.
Eilam, B., & Poyas, Y. (2008). Learning with multiple representations: Extending multimedia learning beyond the lab. Learning and Instruction, 18, 368–378.
Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15, 313–331.
Hanna, G. B., Shimi, S. M., & Cuschieri, A. (1998). Randomised study of influence of two-dimensional versus three dimensional imaging on performance of laparoscopic cholecystectomy. Lancet, 351, 248–251.
Hart, S. G., & Staveland, L. E. (1988). Development of NASA-TLX (Task Load Index): Results of experimental and theoretical research. In P. A. Hancock & N. Meshkati (Eds.), Human mental workload (pp. 139–183). Amsterdam: North Holland.
Hays, T. A. (1996). Spatial abilities and the effects of computer animation on short-term and long-term comprehension. Journal of Educational Computing Research, 14, 139–155.
Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722–738.
Huk, T. (2006). Who benefits from learning with 3D-models? The case of spatial ability. Journal of Computer Assisted Learning, 22, 392–404.
Huk, T., & Steinke, M. (2007). Learning cell biology with close-up views or connecting lines: Evidence for the structure mapping effect. Computers in Human Behavior, 23, 1089–1104.
Ivanov, A. S., Rumjantsev, A. B., Skvortsov, V. S., & Archakov, A. I. (1996). Education program for macromolecules structure examination. Journal of Chemical Information and Computer Sciences, 36, 660–663.
Jamet, E., Gavota, M., & Quaireau, C. (2008). Attention guiding in multimedia learning. Learning and Instruction, 18, 135–145.
Jeung, H., Chandler, P., & Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychologist, 17, 329–343.
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23–32.
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351–372.
Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126–136.
Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2006). Information visualizations as tools for knowledge acquisition. The impact of dimensionality and color coding. Computers in Human Behavior, 22, 43–66.
Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12, 1–10.
Lorch, R. F. J., & Lorch, E. P. (1996). Effects of organizational signals on free recall of expository text. Journal of Educational Psychology, 88, 1–11.
Lowe, R. (1999). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14, 225–244.
Lowe, R. (2004). Interrogation of a dynamic visualization during learning. Learning and Instruction, 14, 257–274.
Mautone, P. D., & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93, 377–389.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389–401.
Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63–72.
Ploetzner, R., & Lowe, R. (2004). Dynamic visualisations and learning. Learning and Instruction, 14, 235–240.
R Development Core Team. (2006). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing.
Robertson, D., Johnston, W., & Nip, W. (1995). Virtual frog dissection–interactive 3d graphics via the web. Computer Networks and Isdn Systems, 28, 155–160.
Rourk, W. (2000). Virtual biochemistry–A case study. Future Generation Computer Systems, 17, 7–14.
Sander, U., Kerlen, G., Steinke, M., Huk, T., & Floto, C. (2003). Evaluation of two CD-ROMs from a series on cell biology. Cell Biology Education, 2, 256–265.
Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13, 141–156.
Stieff, M. (2007). Mental rotation and diagrammatic reasoning in science. Learning and instruction, 17, 219–234.
Stumpf, H., & Fay, E. (1983). Schlauchfiguren–Ein Test zur Beurteilung des räumlichen Vorstellungsvermögens. Göttingen: Hogrefe.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185–233.
Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74, 71–82.
Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247–262.
Wu, H. K., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning. Science Education, 88, 465–492.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Huk, T., Steinke, M. & Floto, C. The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions. Instr Sci 38, 455–469 (2010). https://doi.org/10.1007/s11251-009-9116-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11251-009-9116-7