Students' difficulties in learning from dynamic visualisations and how they may be overcome

We investigated whether students' understanding of line graphs can be improved by means of dynamic visualisations. The visualisations were designed to help students relate motion phenomena and line graphs to one another. In an initial study three groups were formed: the first group learned on the basis of simulated motion phenomena and dynamic line graphs; the second group additionally had dynamic iconic representations available to them; the third group was also presented with dynamic stamp diagrams. Contrary to our expectations, students were not able to make use of the visualisations in order to improve their understanding of line graphs. We hypothesised that students did not receive sufficient support in comprehending the visualisations. In a second study two groups were investigated. While the first group learned on the basis of simulated motion phenomena and dynamic line graphs, the second group additionally had dynamic iconic representations as well as dynamic stamp diagrams available to them. It was possible for the students in both groups to ask questions and to receive assistance from a teacher as well as from peers while learning from the visualisations. The results demonstrate that the pedagogical measures enabled the students to successfully make use of dynamic visualisations.

[1]  Frederick Reif,et al.  Cognition for Interpreting Scientific Concepts: A Study of Acceleration , 1992 .

[2]  S. Ainsworth DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. , 2006 .

[3]  Y. Anzai Learning and use of representations for physics expertise , 1991 .

[4]  Andreas Holzinger,et al.  Dynamic Media in Computer Science Education; Content Complexity and Learning Performance: Is Less More? , 2008, J. Educ. Technol. Soc..

[5]  Martin Ebner,et al.  Successful implementation of user-centered game based learning in higher education: An example from civil engineering , 2007, Comput. Educ..

[6]  J. Clement Students’ preconceptions in introductory mechanics , 1982 .

[7]  Craig A. Berg,et al.  Assessing Students' Abilities to Construct and Interpret Line Graphs: Disparities between Multiple-Choice and Free-Response Instruments , 1994 .

[8]  David H. Jonassen,et al.  The technology of text: Principles for structuring, designing, and displaying text , 1983, IEEE Transactions on Professional Communication.

[9]  P. Chandler,et al.  Why Some Material Is Difficult to Learn , 1994 .

[10]  Marcia C. Linn,et al.  Internet Environments for Science Education , 2004 .

[11]  Richard K. Lowe Extracting information from an animation during complex visual learning , 1999 .

[12]  Alan Bell,et al.  The Interpretation of Graphs Representing Situations. , 1981 .

[13]  Lloyd J. Rieber Computers Graphics and Learning , 1994 .

[14]  J. Sweller Implications of Cognitive Load Theory for Multimedia Learning , 2005, The Cambridge Handbook of Multimedia Learning.

[15]  Ellen Lamar Thomas,et al.  Improving Reading in Every Class: A Sourcebook for Teachers , 1982 .

[16]  Richard Lowe,et al.  Interrogation of a dynamic visualization during learning , 2004 .

[17]  Ibrahim A. Halloun,et al.  Common sense concepts about motion , 1985 .

[18]  Yuichiro Anzai,et al.  Internal Models in Physics Problem Solving , 1984 .

[19]  Susan Bell Trickett,et al.  The Use of Spatial Cognition in Graph Interpretation , 2007 .

[20]  J. van Leeuwen,et al.  Diagrammatic Representation and Inference , 2002, Lecture Notes in Computer Science.

[21]  Gaea Leinhardt,et al.  Functions, Graphs, and Graphing: Tasks, Learning, and Teaching , 1990 .

[22]  R. Sawyer The Cambridge Handbook of the Learning Sciences: Introduction , 2014 .

[23]  Wolfgang Schnotz,et al.  Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning , 2005 .

[24]  Joan I. Heller,et al.  Knowledge structure and problem solving in physics , 1982 .

[25]  Robert J. Beichner,et al.  Testing student interpretation of kinematics graphs , 1994 .

[26]  Ibrahim A. Halloun,et al.  The initial knowledge state of college physics students , 1985 .

[27]  David F. Treagust,et al.  What do students really learn from interactive multimedia? A physics case study , 2004 .

[28]  George Leonard Gropper Text Displays: Analysis and Systematic Design , 1991 .

[29]  B. Tversky,et al.  Effect of computer animation on users' performance : A review , 2000 .

[30]  Dave Barker-Plummer,et al.  Proceedings of Diagrammatic Representation and Inference (Diagrams 2006): 4th International Conference , 2006 .

[31]  Richard Lowe,et al.  Animation and learning: selective processing of information in dynamic graphics , 2003 .

[32]  D. Leutner,et al.  Selbstreguliertes Lernen als Selbstregulation von Lernstrategien - Ein Trainingsexperiment mit Berufstaetigen zum Lernen aus Sachtexten. , 2003 .

[33]  K. A. Ericsson,et al.  Toward a general theory of expertise : prospects and limits , 1991 .

[34]  Lillian C. McDermott,et al.  Student difficulties in connecting graphs and physics: Examples from kinematics , 1987 .

[35]  Wolfgang Schnotz,et al.  Individual and co-operative learning with interactive animated pictures , 1999 .

[36]  Shaaron Ainsworth,et al.  The functions of multiple representations , 1999, Comput. Educ..

[37]  Ton de Jong,et al.  Scientific Discovery Learning with Computer Simulations of Conceptual Domains , 1998 .

[38]  Jan van der Meij,et al.  Learning with Multiple Representations , 1998 .

[39]  Andrew Elby Helping physics students learn how to learn , 2001 .

[40]  Susan Bell Trickett,et al.  Toward a Comprehensive Model of Graph Comprehension: Making the Case for Spatial Cognition , 2006, Diagrams.

[41]  S. Ainsworth,et al.  Multiple Forms of Dynamic Representation. , 2004 .

[42]  B. White ThinkerTools: Causal Models, Conceptual Change, and Science Education , 1993 .

[43]  Richard Lesh,et al.  A Models and Modeling Perspective on Technology-Based Representational Media , 2003 .

[44]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[45]  J. Hedberg The Cambridge handbook of multimedia learning , 2007 .

[46]  R. Hake Interactive-engagement vs Traditional Methods in Mechanics Instruction* , 1998 .

[47]  Kurt VanLehn,et al.  The acquisition of qualitative physics knowledge during textbook-based physics training , 1997 .

[48]  Richard K. Lowe,et al.  Dynamic visualisations and learning , 2004 .

[49]  Barbara Y. White,et al.  Sources of Difficulty in Understanding Newtonian Dynamics , 1983, Cogn. Sci..