The Roles of Mental Animations and External Animations in Understanding Mechanical Systems

By Mary Hegarty, Sarah Kriz, Christina L. Cate. 2003

448 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a7ef37ad5687fe2d6bd7e7a16d0d6dea8b3f1f8a

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Explaining the Gap: Visualizing One's Predictions Improves Recall and Comprehension of Data (2017, background): “Similarly, Hegarty et al. [23] found that viewers who initially engaged in mental animation of a set of static views, then used an external animated visualization, understood the content better than those who used only the animated visualization.”
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “In animations, learners can directly perceive temporal changes, whereas understanding the same content from static representations requires a process of internal animation (Hegarty et al. 2003).”
How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “Hegarty et al. (2003) reported that learners who were prompted by questions to predict an Design Guidelines for Animated Models outcome (i.e., how a device works) before continuing an animation comprehended the material (i.e., the working of the device) better than did learners who received no…”
When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. (2005, methodology): “The computerbased lesson lasted for approximately 78 s and was identical to that used by Hegarty et al. (2003).”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “At the same time, some empirical evidence also suggests that video as a learning device may be no better than a series of equivalent-content static images (Hegarty, Kriz, and Cate 2003 ).”
Dynamic visualizations and learning: getting to the difficult questions (2004, background): “For example, in my own research I have pointed out that when learners read text and static diagrams describing dynamic processes, they are often induced to mentally animate the static diagrams (Hegarty, Kriz, & Cate, 2003).”
Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective (2011, background): “Prior research has shown that making learners predict a motion trajectory from a static picture can increase their learning of the dynamic system (e.g., Hegarty et al. 2003).”
Instructional efficiency of animation: effects of interactivity through mental reconstruction of static key frames (2007, background): “…studies found that increasing the level of interactivity of animations can be used as a way to increase germane cognitive load, as indicated by positive effects on recall and transfer performance (e.g. Bodemer, Ploetzner, Feuerlein, & Spada, 2004; Hegarty et al., 2003; Schnotz & Rasch, 2005).”
Attention Cueing as a Means to Enhance Learning from an Animation (2007, background): “However, animations are often visually too complex to be accurately understood, for example, because attention should be directed to several simultaneously occurring events (Hegarty et al., 2003; Schnotz, Böckheler, & Grzondziel, 1999; Tversky et al., 2002).”