Animation: can it facilitate?

By Barbara Tversky, J. Morrison, Mireille Bétrancourt. Int. J. Hum. Comput. Stud., 2002

1,886 citations recorded by the source corpus.

Subfields: Automotive Engineering, Computer Vision and Pattern Recognition, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2786061c9d7e0e16621a66caf7fc305cf2c8f89a

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In Automotive Engineering

In Computer Vision and Pattern Recognition

In Experimental and Cognitive Psychology

Citations in the corpus

Visualizing time-oriented data - A systematic view (2007, background): “However, there are also critical voices on animation (e.g., [34,35]).”
Trends and Trajectories for Explainable, Accountable and Intelligible Systems: An HCI Research Agenda (2018, background): “, [140, 170]) and Projectors [145] stem from the manually curated core papers.”
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “In addition, animations appear to be natural for conveying concepts of change (Tversky et al. 2002), and due to their ability to depict the temporal changes in the operation of complex dynamic systems explicitly, can provide a real-time external representation that can be directly mapped onto the…”
Mental Models: Theoretical Issues for Visualizations in Science Education (2005, background): “This is not to say that multimedia presentations are entirely ineffective; rather, the point is that multimedia presentations will be useful in a specifically delineated set of circumstances, such as when the intended internal representation is afforded by the design of the external presentation (Tv”
Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations (2007, background): “second, the conceptual knowledge to be conveyed must have been apparent from the animation (Tversky et al. 2002).”
Animated Transitions in Statistical Data Graphics (2007, methodology): “Fourth, animation can be emotionally engaging [24, 25], engendering increased interest or enjoyment.”
Does animation enhance learning? A meta-analysis (2016, background): “…has to be inferred by learners from a series of static graphics, animation provides the direct visualization of the microsteps that are theminute changes occurring in a dynamic system, thus avoiding misinterpretation and cognitive overload (B etrancourt et al., 2001; Tversky et al., 2002).”
What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation (2005, background): “ Tversky, Bauer-Morrison, and Betrancourt (2002) propose that the presentation of an animation should follow an “apprehension principle”.”
Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis? (2012, background): “For example, Tversky et al. (2002) found that there was no distinctive advantage of using dynamic visualizations over static illustrations in the studies they reviewed.”
Dynamic visualizations and learning: getting to the difficult questions (2004, background): “Tversky, Morrison, and Betrancourt (2002) reviewed over 20 studies that compared learning from static and animated graphics.”