A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning

被引：98

作者：

Spanjers, Ingrid A. E. ^{[1
,2
]}

van Gog, Tamara ^{[1
,3
]}

van Merrienboer, Jeroen J. G. ^{[1
,2
]}

机构：

[1] Open Univ Netherlands, Netherlands Lab Lifelong Learning, Ctr Learning Sci & Technol, Heerlen, Netherlands

[2] Maastricht Univ, Dept Educ Dev & Res, Sch Hlth Profess Educ, NL-6200 MD Maastricht, Netherlands

[3] Erasmus Univ, Inst Psychol, Rotterdam, Netherlands

来源：

EDUCATIONAL PSYCHOLOGY REVIEW | 2010年 / 22卷 / 04期

关键词：

Dynamic visualizations; Animations; Segmentation; Cognitive load; Learning; COGNITIVE LOAD; INSTRUCTIONAL ANIMATIONS; STATIC PICTURES; PERCEPTION; MEMORY; REPRESENTATION; INTERACTIVITY; ILLUSTRATIONS; GUIDELINES; EVENTS;

D O I：

10.1007/s10648-010-9135-6

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This article reviews studies investigating segmentation of dynamic visualizations (i.e., showing dynamic visualizations in pieces with pauses in between) and discusses two not mutually exclusive processes that might underlie the effectiveness of segmentation. First, cognitive activities needed for dealing with the transience of dynamic visualizations impose extraneous cognitive load, which may hinder learning. Segmentation may reduce the negative effect of this load by dividing animations into smaller units of information and providing pauses between segments that give students time for the necessary cognitive activities after each of those units of information. Second, event segmentation theory states that people mentally segment dynamic visualizations during perception (i.e., divide the information shown in pieces). Segmentation of dynamic visualisation could cue relevant segments to students, which may aid them in perceiving the structure underlying the process or procedure shown.

引用

页码：411 / 423

页数：13

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