Article Version of Record

Enhancing learning from dynamic and static visualizations by means of cueing.

Author(s) / Creator(s)

Kühl, T.
Scheiter, K.
Gerjets, P.

Other kind(s) of contributor

Leibniz-Institut für Wissensmedien

Abstract / Description

The current study investigated whether learning from dynamic and two presentation formats for static visualizations can be enhanced by means of cueing. One hundred and fifty university students were randomly assigned to six conditions, resulting from a 2x3-design, with cueing (with/without) and type of visualization (dynamic, static-sequential, static-simultaneous) as independent variables. For transfer tasks, learners receiving dynamic visualizations outperformed learners receiving static visualizations. A main effect in favour of cued visualizations could be observed only for pictorial tasks, but not for transfer tasks. There was no interaction between type of visualization and cueing for any learning outcome measure. Taken together, the study suggests that dynamic visualizations may be beneficial whenever understanding concerning the dynamic features of a domain is crucial to learning. Cueing on the other hand may not necessarily lead to a deeper understanding, but supports to achieve a better comprehension of the depicted visualizations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Persistent Identifier

Date of first publication

2012

Journal title

Journal of Educational Multimedia and Hypermedia

Volume

21

Page numbers

71-88

Publication status

publishedVersion

Review status

peerReviewed

Citation

  • Author(s) / Creator(s)
    Kühl, T.
  • Author(s) / Creator(s)
    Scheiter, K.
  • Author(s) / Creator(s)
    Gerjets, P.
  • Other kind(s) of contributor
    Leibniz-Institut für Wissensmedien
  • PsychArchives acquisition timestamp
    2017-08-28T11:11:14Z
  • Made available on
    2017-08-28T11:11:14Z
  • Date of first publication
    2012
  • Abstract / Description
    The current study investigated whether learning from dynamic and two presentation formats for static visualizations can be enhanced by means of cueing. One hundred and fifty university students were randomly assigned to six conditions, resulting from a 2x3-design, with cueing (with/without) and type of visualization (dynamic, static-sequential, static-simultaneous) as independent variables. For transfer tasks, learners receiving dynamic visualizations outperformed learners receiving static visualizations. A main effect in favour of cued visualizations could be observed only for pictorial tasks, but not for transfer tasks. There was no interaction between type of visualization and cueing for any learning outcome measure. Taken together, the study suggests that dynamic visualizations may be beneficial whenever understanding concerning the dynamic features of a domain is crucial to learning. Cueing on the other hand may not necessarily lead to a deeper understanding, but supports to achieve a better comprehension of the depicted visualizations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/501
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.709
  • Title
    Enhancing learning from dynamic and static visualizations by means of cueing.
  • DRO type
    article
  • Leibniz institute name(s) / abbreviation(s)
    IWM
  • Leibniz subject classification
    Psychologie
  • Journal title
    Journal of Educational Multimedia and Hypermedia
  • Page numbers
    71-88
  • Volume
    21
  • Visible tag(s)
    Version of Record