Animation and learning: selective processing of information in dynamic graphics

By Richard K. Lowe. 2003

603 citations recorded by the source corpus.

Subfields: Automotive Engineering, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/83d0310ce2cd5a167efa9f9a013821ba589917f6

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In Automotive Engineering

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Epilogue: Plotting a Research Agenda for Multiple Representations, Multiple Modality, and Multimodal Representational Competency (2010, background): “Lowe (2003) and Rouet et al. (2008) provided a model for dynamic visuals, oral statements, and print that reflects the reality of ICT and multimedia information sources.”
Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis? (2012, background): “Despite the potential benefits of dynamic visualizations, they are not always more effective than static illustrations (Höffler & Leutner, 2007; Kali & Linn, 2008; Lowe, 2003; Mayer, Hegarty, Mayer, & Campbell, 2005; Tversky et al., 2002).”
Principled animation design improves comprehension of complex dynamics (2016, background): “…have a major advantage over static graphics in their direct, explicit presentation of spatiotemporal information, their dynamics can eet, Bentley 6102, Australia. e), Jean-Michel.Boucheix@u- also have negative effects on learners’ extraction of crucial taskrelevant information (Lowe, 2003).”
Multiple Forms of Dynamic Representation. (2004, background): “Nor has only a single type of animation been investigated.”
Cognitive activities in complex science text and diagrams (2010, neutral): “Previous research on students’ reasoning with representations has used simplified images, typically with only one (arrows; Butcher, 2006; naming labels; Berthold & Renkl, 2009; Grosse & Renkl, 2006; Schnotz & Bannert, 2003; numbering; Bodemer & Faust, 2006) or two (arrows and words; Löhner, van Jool”
What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation (2005, background): “At last, the studies of Lowe (1999, 2003, 2004b) on weather maps and of Schnotz and”
Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis (2019, methodology): “On the other hand, the perspective based on the overwhelming processing (Lowe 2003; see also Lowe 1999) and the transient information effect proposed by the cognitive load theory (see Ayres and Paas 2007; Castro-Alonso et al. 2018b) predicts that dynamic are more difficult visualizations to…”
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “Accordingly, several researchers have argued that animations place excessive demands on the learners’ cognitive system due to the transitory nature of the presented information and the simultaneous depiction of multiple changes (Ayres and Paas 2007a; Lowe 1999, 2003; Tversky et al. 2002).”
Using Static and Dynamic Visuals to Represent Chemical Change at Molecular Level (2005, background): “Research indicates that dynamic displays may introduce additional demand on our information-processing system because of their temporal nature (Lowe, 2003; Reiber, 1991). The handouts that required the students to reflect on the presented visual displays might slow down the processing time and reduc”
DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “Whether representations are static or dynamic: Dynamic representations such as animations, dynamic graphs and spoken text require different operators to interpret them and have different formats than their static equivalents and consequently learners draw different inferences from pictures and anima”
Interrogation of a dynamic visualization during learning (2004, background): “Evidence is accumulating that learners’ extraction of information from animations can be deficient in at least two broad respects (Lowe, 2003).”
The “I's” Have It: A Framework for Serious Educational Game Design (2010, background): “Although both static and dynamic (animated) graphics demand visually attentional resources, animations have increased cognitive demands over static graphics (Lowe, 2003; Seufert, 2003).”