Interrogation of a dynamic visualization during learning

By Richard K. Lowe. 2004

333 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b9002f53bf021a2f8ce21d9e52de0adfe282e70d

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Principled animation design improves comprehension of complex dynamics (2016, neutral): “They include giving the learner control over the animation’s display regime (Boucheix, 2008; Lowe, 2004, 2008; Scheiter, 2014), modifying the animation’s presentation speed (Boucheix, Lowe, & Bugaiska, 2015; Fischer, Lowe, & Schwan, 2008; Meyer, Rasch, & Schnotz, 2009), subdividing the…”
Dynamic visualizations and learning: getting to the difficult questions (2004, background): “Lowe (1999, 2004) found that in viewing realistic dynamic displays, novices are distracted by perceptually salient aspects of the displays that are not necessarily thematically relevant.”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, neutral): “…that addressing the first two research questions has, in part, contributed to recent calls in the literature (e.g., Brna et al., 2001; Ploetzner & Lowe, 2004; Reimann, 2003) for more research that can help researchers and teachers understand how students learn from, and use ERs during learning.”
Learner Control, Cognitive Load and Instructional Animation (2007, background): “Dynamic visualisation, such as computer animation, has become increasingly popular in computer-based education across a range of subject domains and education levels (Lowe, 2004).”
What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation (2005, background): “Finally, in other studies, animations do not allow better learning (Schnotz & Grzondziel, 1999; Schnotz, Bannert, & Seufert, 2002; Palmiter, Elkerton, & Bagett 1991; Palmiter & Elkerton, 1993) or only for experts (Lowe, 1999, 2004a).”
Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective (2011, background): “Some studies have found significant advantages of interactivity (e.g., Schwan and Riempp 2004), whereas others have found no difference between interactive and non-interactive students (e.g., Lowe 2004).”
Attention Cueing as a Means to Enhance Learning from an Animation (2007, background): “Despite the widespread use of animations in educational practice (Lowe, 2001), little is known about how such learning materials are cognitively processed (Lowe, 1999, 2004) and how they should be adapted to make learning more effective.”