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ERIC Number: EJ902299
Record Type: Journal
Publication Date: 2011-Jan
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Can Differences in Learning Strategies Explain the Benefits of Learning from Static and Dynamic Visualizations?
Kuhl, Tim; Scheiter, Katharina; Gerjets, Peter; Gemballa, Sven
Computers & Education, v56 n1 p176-187 Jan 2011
The effects of dynamic and static visualizations in understanding physical principles of fish locomotion were investigated. Seventy-five students were assigned to one of three conditions: a text-only, a text with dynamic visualizations, or a text with static visualizations condition. During learning, subjects were asked to think aloud. Learning outcomes were measured by tests assessing verbal factual knowledge, pictorial recall as well as transfer. Learners in the two visualization conditions outperformed those in the text-only condition for transfer and pictorial recall tasks, but not for verbal factual knowledge tasks. Analyses of the think-aloud protocols revealed that learners had generated more inferences in the visualization conditions as opposed to the text-only condition. These results were mirrored by students' self-reported processing demands. No differences were observable between the dynamic and the static condition concerning any of the learning outcome measures. However, think-aloud protocols revealed an illusion of understanding when learning with dynamic as opposed to static visualizations. Furthermore, learners with static visualizations tended to play the visualizations more often. The results stress the importance of not only using outcome-oriented, but also process-oriented approaches to gain deeper insight into learning strategies when dealing with various instructional materials. (Contains 3 tables and 2 figures.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A