Dynamic visualizations and learning: getting to the difficult questions

By Mary Hegarty. 2004

360 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/892cef14ce420ffd76cbc5db61683451f386100b

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In Education

In Experimental and Cognitive Psychology

In Sociology and Political Science

Citations in the corpus

Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis? (2012, background): “integrated understanding) (Hegarty, 2004; Höffler & Leutner, 2007; Tversky et al., 2002).”
Exploring the Possibility of Using Humanoid Robots as Instructional Tools for Teaching a Second Language in Primary School (2010, background): “Previous studies have shown that simply adopting a new technology does not necessarily improve learning (Hegarty, 2004).”
Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load (2016, background): “3D models, animations, and videos are among the multimedia materials that are frequently used for dynamically visualizing anatomical structures (Hegarty, 2004; Nicholson et al., 2006).”
Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review (2010, background): “It may be worthwhile to research this question more thoroughly in the future, as Narayanan and Hegarty (2002) indeed found some differences between presentations in the mechanical domain and a more abstract domain (algorithms) when comparing the processes of mental animation.”
Investigating the impact of video games on high school students' engagement and learning about genetics (2009, background): “…much of the research on the use of animations has reported favorable responses by learners, results of studies that have looked specifically at the advantages of using animations in the promotion conceptual understandings are mixed (e.g. 'Hegarty, 2004; Hutcheson, Dillon, Herdman, & Wood, 1997).”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, background): “Such calls have also suggested (e.g., Chandler, 2004; Hegarty, 2004; Seufert, 2003) that it is essential that such ER-related research considers the cognitive operations and components associated with learning with ERs.”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “Moreover, an advantage of animations is that they can be shaped, distorted, and manipulated—for example, by showing an object from multiple perspectives and by making it larger or smaller (Hegarty, 2004; Schwan & Riempp, 2004).”
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “Recently, group or collaborative learning has been recognized as an alternative way of overcoming individual working memory limitations (Kirschner et al. 2009a, b, 2011a, b).”
Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance (2018, background): “…also considered research investigating specifically the solving of (word) problems by students, for instance, students of mixed ability, and their use of pictorial elements in the problem-solving process (Boonen, 2015; Hegarty, 2004; Krawec, 2014; Van Garderen & Montague, 2003; Van Garderen, 2006).”
Interactivity in Video-based Models (2007, background): “Rapid developments in computer and software technology in the last decades have enabled a dimension of learner controlled interactivity that goes beyond merely controlling the pace of presentation, because learners can also manipulate the appearance of the modeled performance, such as zoom in/out on”