Abstract
Complex animated information poses challenges for learners with respect to spatial and temporal search. Although user control of animations is widely regarded as a way to ameliorate these challenges, its potential often remains unfulfilled for learners who are novices in the depicted domain. Efforts to improve the effectiveness of user controllable animations should be based on a sound understanding of why such learners fail to extract crucial task relevant information. This chapter gives an account of an approach of fine-grained investigation of how learners interrogate animations. Three complementary sets of synchronized video recordings providing tight integration of different perspectives on a learner’s activity are employed. These records permit detailed analysis of task performance on the basis of closely coordinated quantitative and qualitative data sets. Learners’ concurrent verbalizations are supplemented by timely stimulated retrospective accounts. Results obtained suggest that domain novices rely on perceptually based interrogation strategies and set task-inappropriate goals.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Camps, J. (2003). Concurrent and retrospective verbal reports as tools to better understand the role of attention in second language tasks. International Journal of Applied Linguistics, 13, 201–221.
Hegarty, M. (1992). Mental animation: Inferring motion from static diagrams of mechanical systems. Journal of Experimental Psychology: Learning, Memory and Cognition, 1, 1084–1102.
Hegarty, M., & Sims, V. K. (1994). Individual differences in mental animation during mechanical reasoning. Memory & Cognition, 22, 411–430.
Hegarty, M., Mayer, S., & Kriz, S. (2004, August). Gesture use while thinking about machines. In Spatial cognition and gesture, Symposium conducted at CogSci 2004, the 24th Annual Meeting of the Cognitive Science Society, Chicago.
Hoc, J. M., & Leplat, J. (1983). Evaluation of different modalities of verbalizations in a sorting task. International Journal of Man-Machine Studies, 18, 283–306.
Jourdenais, R. (2001). Cognition, instruction and protocol analysis. In P. Robinson (Ed.), Cognition an second language instruction (pp. 354–375). New York: Cambridge University Press.
Kay, J. (2001). Learner control. User Modelling and User-Adapted Interaction, 11, 111–127.
Lowe, R. K. (1999). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14, 225–244.
Lowe, R. K. (2001). Understanding information presented by complex animated diagrams. In J. -F. Rouet, J. J. Levonen, & A. Biardeau (Eds.), Multimedia learning: Cognitive and instructional issues (pp. 65–74). London: Pergamon.
Lowe, R. K. (2003a). Animation and learning: Selective processing of information in dynamic graphics. Learning and Instruction, 13, 157–176.
Lowe, R. K. (2003b, August). Spatial and temporal search in learning from animation. Paper presented at the 10th European Conference for Research on Learning and Instruction, Padua, Italy.
Lowe, R. K. (2004). Interrogation of a dynamic visualization during learning. Learning and Instruction, 14, 257–274.
Maguire, M., & Sweeney, M. (1989). System monitoring: Garbage generator or basis for comprehensive evaluation system? In A. SutcliffeSutcliffe & L. MacaulayMacaulay (Eds.), Proceedings of CHI'89 (pp. 375–394). Cambridge, UK: Cambridge University press.
Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444–452
Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14, 87–99.
Milheim, W. D., & Martin, B. (1991). Theoretical bases for the use of learner control: Three different perspectives. Journal of Computer-Based Instruction, 18, 99–105.
Narayanan, N. H., & Hegarty, M. (2002). Multimedia design for communication of dynamic information. International Journal of Human-Computer Studies, 57, 279–315.
Niemiec, R. P., Sikorski, C., & Walberg, H. (1996). Learner-control effects: A review of reviews and a meta-analysis. Journal of Educational Computing Research, 15, 157–175.
Palmer, S., & Elkerton, J. (1993). Animated demonstrations for learning procedural computer-based tasks. Human-Computer Interaction, 8, 193–216.
Rouet, J. -F., & Passerault, J. -M. (1999). Analyzing learner-hypermedia interaction: An overview of online methods. Instructional Science, 27, 201–219.
Schnackenberg, H., & Sullivan, H. J. (2000). Learner control over full and lean computer-based instruction under differing ability levels. Educational Technology Research and Development, 48, 19–35.
Schnotz, W. (2002). Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14, 101–120.
Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14, 293–357.
Trafton, G., Trickett, S., & Stilzlein, C. (2004, August). Spatial transformations and gestures. In Spatial cognition and gesture, Symposium conducted at CogSci 2004, the 24th Annual Meeting of the Cognitive Science Society, Chicago.
Tversky, B., & Bétrancourt,Bétrancourt M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247–262.
Van der Haak, M., De Jong, M., & Schellens, P. J. (2003). Retrospective vs. concurrent think-aloud protocols: Testing the useability of an online library catalogue. Behaviour and Information Technology, 22, 339–351.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker & J. DunloskyDunlosky (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahway, NJ: Erlbaum.
Winn, W. D. (1993). An account of how readers search for information in diagrams. Contemporary Educational Psychology, 18, 162–185.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Lowe, R. (2008). Searching User-Controllable Animations During Learning. In: Rouet, JF., Lowe, R., Schnotz, W. (eds) Understanding Multimedia Documents. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73337-1_8
Download citation
DOI: https://doi.org/10.1007/978-0-387-73337-1_8
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-73336-4
Online ISBN: 978-0-387-73337-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)