Interrogation of a dynamic visualization during learning
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Novice learners found the facility to interact with animations quite unhelpful.
“A study of Lowe (2004) showed that novice learners found the facility to interact with animations quite unhelpful.”
From Interactivity in Video-based Models (2007) · cites this paper as Lowe 2004
Recent studies in multimedia learning have revealed that interactivity can have a detrimental effect on learning, imposing extraneous cognitive load instead of germane cognitive load.
“In the field of multimedia learning some recent studies have indeed revealed that interactivity can have a detrimental effect on learning, imposing extraneous cognitive load instead of germane cognitive load (Lowe 2004;Schnotz and Rasch 2005).”
From Interactivity in Video-based Models (2007) · cites this paper as Lowe 2004
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Learner control, cognitive load and instructional animation
Hasler, B. S., Kersten, B., & Sweller, J. (2007) · Applied Cognitive Psychology · doi:10.1002/acp.1345 · Cited by 380 · see citing works
“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).”
BackgroundInfluentialCook, M. P. (2006) · Science Education · doi:10.1002/sce.20164 · Cited by 538 · see citing works
The Animation and Interactivity Principles in Multimedia Learning
Bétrancourt, M. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.019 · Cited by 354 · see citing works
Dynamic visualizations and learning: getting to the difficult questions
Hegarty, M. (2004) · Learning and Instruction · doi:10.1016/j.learninstruc.2004.06.007 · Cited by 333 · see citing works
“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.”
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Learning with videos vs. learning with print: The role of interactive features
Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.03.004 · Cited by 286 · see citing works
Attention cueing as a means to enhance learning from an animation
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2007) · Applied Cognitive Psychology · doi:10.1002/acp.1346 · Cited by 287 · see citing works
“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.”
BackgroundWhy does signaling enhance multimedia learning? Evidence from eye movements
Özçelik, E., Arslan‐Ari, I., & Çağıltay, K. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2009.09.001 · Cited by 277 · see citing works
“Perceptually salient rather than conceptually relevant information may attract the attention of novices (Lowe, 2004).”
BackgroundBoucheix, J., & Lowe, R. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.015 · Cited by 270 · see citing works
“More immediate data gathering approaches have been gaining favour (Jarodzka, Scheiter, Gerjets, & Van Gog, 2010; Kriz & Hegarty, 2007; Lowe, 2004a; Schneider & Boucheix, 2006).”
BackgroundSelf-citationEffects of knowledge and display design on comprehension of complex graphics
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“In meteorology, the domain of interest here, novices tend to focus primary on a weather map’s superficial features, whereas experts focus on elements that are thematically relevant (Lowe, 1993, 1994, 1996, 2004).”
BackgroundDesign factors for educationally effective animations and simulations
Plass, J. L., Homer, B. D., & Hayward, E. O. (2009) · Journal of Computing in Higher Education · doi:10.1007/s12528-009-9011-x · Cited by 251 · see citing works
“Lowe suggests that the cognitive load requirements of using these exploratory strategies were too high for learners and recommends the inclusion of scaffolds to guide learners (Lowe 2004).”
BackgroundTop-down and bottom-up influences on learning from animations
Kriz, S., & Hegarty, M. (2007) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2007.06.005 · Cited by 248 · see citing works
“One possibility for these null findings is that the participants may not have utilized the interactive or signaling features of the animations (cf. Pane et al., 1996; Lowe, 2004).”
BackgroundResultVisualization: An Emergent Field of Practice and Enquiry in Science Education
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Promoting Transfer by Grounding Complex Systems Principles
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“…approaches are inadequate if informed and meaningful participation is desired, given the difficulty many non-experts have in deciphering and understanding maps and other scientific information displays (Kozma and Russell, 1997; Lewis and Sheppard, 2005; Lowe, 2003, 2004; Thorndike and Stasz, 1980).”
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“of interactivity in dynamic e-learning environments ( Lowe 2004; Schnotz and Rasch 2005; Wouters et al. 2007).”
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“However, research also demonstrates how students using visualizations can focus on superficial aspects (Lowe, 2004), overestimate their understanding (Chiu & Linn, 2012), and fail to connect virtual representations to the depicted real-life scientific phenomena (Chiu, 2010).”
BackgroundKeehner, M., Hegarty, M., Cohen, C. A., Khooshabeh, P., & Montello, D. R. (2008) · Cognitive Science · doi:10.1080/03640210801898177 · Cited by 171 · see citing works
“Previous research suggests that such metacognitive understanding is often lacking (Hegarty, 2004; Lowe, 1999, 2004; Rieber, Tzeng, & Tribble, 2004).”
Studying Visual Displays: How to Instructionally Support Learning
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“Second, our 3D digital animations were produced before studying how students may cognitively process them (see Chandler, 2004; Lowe, 2004).”
BackgroundStatic and animated presentations in learning dynamic mechanical systems
Boucheix, J., & Schneider, E. (2008) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.03.004 · Cited by 157 · see citing works
“…2004) other studies show little or no effect (Harrison, 1995; Kinze, Sherwood, & Loofbourrow, 1989; Lazarowitz & Huppert, 1993; Mayer, Hegarty, Mayer, & Campbell, 2005; Palmiter & Elkerton, 1993; Pane, Corbett, & John, 1996) or even a negative effect (Lowe, 1999, 2004; Schnotz & Grzondiel, 1999).”
BackgroundInfluentialCueing animations: Dynamic signaling aids information extraction and comprehension
Boucheix, J., Lowe, R., Putri, D. K., & Groff, J. (2012) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.11.005 · Cited by 149 · see citing works
“This temporary strengthening of conspicuity can be thought of as a transition effect (Lowe, 2004) brought about by their sudden appearance in the display.”
BackgroundSelf-citationIdentifying Representational Competence With Multi-Representational Displays
Stieff, M., Hegarty, M., & Deslongchamps, G. (2011) · Cognition and Instruction · doi:10.1080/07370008.2010.507318 · Cited by 147 · see citing works
“…prediction on research demonstrating that people prefer realistic displays of data, even when they are better served by more abstract displays (Smallman & St. John, 2005), and research indicating that novices are particularly drawn to the most dynamic and salient aspects of displays (Lowe, 2004).”
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Saying the wrong thing: improving learning with multimedia by including misconceptions
Muller, D. A., Bewes, J., Sharma, M. D., & Reimann, P. (2008) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2007.00248.x · Cited by 145 · see citing works
Interactivity in Video-based Models
Wouters, P., Tabbers, H. K., & Paas, F. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9045-4 · Cited by 145 · see citing works
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“…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.”
Making the Invisible Visible in Science Museums Through Augmented Reality Devices
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“Because dynamic visualizations can display changes in space over time, they are considered to be more authentic and informative with the assumption that they can improve learners’ understanding of the ontological nature of the represented phenomenon (Lowe, 2004; Schnotz & Lowe, 2008).”
BackgroundComputer animations in medical education: a critical literature review
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Computer visualizations: Factors that influence spatial anatomy comprehension
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“The explosion in the use of computer visualizations, however, is occurring well in advance of adequate research-based accounts of how learners cognitively process and learn from such instructional resources (Lowe, 2004).”
BackgroundFacilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective
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“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).”
BackgroundPedagogical Affordances of Multiple External Representations in Scientific Processes
Wu, H., & Puntambekar, S. (2012) · Journal of Science Education and Technology · doi:10.1007/s10956-011-9363-7 · Cited by 131 · see citing works
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“Finally, the high degree of conceptive and cognitive processes that are required during learning with animation could cause, according to Lowe (2004), the ‘‘overwhelming” effect.”
BackgroundCueing complex animations: Does direction of attention foster learning processes?
Lowe, R., & Boucheix, J. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.02.002 · Cited by 127 · see citing works
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“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).”
BackgroundInfluentialPicture or Text First? Explaining Sequence Effects when Learning with Pictures and Text
Eitel, A., & Scheiter, K. (2014) · Educational Psychology Review · doi:10.1007/s10648-014-9264-4 · Cited by 118 · see citing works
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“This concept has been supported in other settings (Chou, Hsu, & Yao, 1997; Drake, 2003; Gadanidis, Sedig, & Liang, 2004; Lowe, 2004; Ploetzner & Lowe, 2004), suggesting that the ability to concretely represent abstract concepts aids in comprehension of mathematics.”
ResultThe Role of Map Animation for Geographic Visualization
Harrower, M., & Fabrikant, S. I. (2008) · Wiley eBooks · doi:10.1002/9780470987643.ch4 · Cited by 114 · see citing works
“However, Lowe (2004a) suggests that simply providing user control (e.g, interaction capabilities) to an animation does not always result in the desired learning improvements.”
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A systematic characterisation of expository animations
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“As research on learning from animations has shown, many learners are unable to cope with these requirements, especially if they possess relatively little knowledge about the animated content (e.g., Lowe, 1999, 2003, 2004, 2008).”
BackgroundSelf-citationSpatial Thinking in Undergraduate Science Education
Hegarty, M. (2014) · Spatial Cognition and Computation · doi:10.1080/13875868.2014.889696 · Cited by 101 · see citing works
“In a series of studies comparing expert and novice comprehension of weather maps, Lowe (1994, 1996, 2004) found that novices and experts view weather maps differently.”
BackgroundScaffolding learning from molecular visualizations
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Learner control in animated multimedia instructions
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“of increased time-on-task, which has also been hinted at by Mayer and Moreno (2003), could not be investigated.”
BackgroundIndividual differences in use of external visualisations to perform an internal visualisation task
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“For example, they do not use the interactive controls, or use interactivity to attend to superficial rather than thematically relevant information (Lowe, 2004).”
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“These hypotheses echo assumptions made in the model of animation processing by Lowe and Boucheix (2008); see also Boucheix and Lowe (2010) model of animation processing, in”
BackgroundDo illustrations help or harm metacomprehension accuracy?
Jaeger, A. J., & Wiley, J. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.08.002 · Cited by 99 · see citing works
The Role of Spatial Cognition inMedicine
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Animation Principles in Multimedia Learning
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Self-citationEffects of pacing and cognitive style across dynamic and non-dynamic representations
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The crucial role of cognitive processes in the design of dynamic visualizations
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“this explosion in the use of animation is occurring well in advance of adequate research based accounts of how people cognitively process and learn from such resources’’ (Lowe, 2004).”
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Pre-service teachers’ perspectives on using scenario-based virtual worlds in science education
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The impact of animation interactivity on novices' learning of introductory statistics
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“Interactivity, or the user-control function, is important to achieve learner apprehension (Lowe, 2004).”
BackgroundLearning from Animated Diagrams: How Are Mental Models Built?
Lowe, R., & Boucheix, J. (2008) · Lecture notes in computer science · doi:10.1007/978-3-540-87730-1_25 · Cited by 89 · see citing works
“Visually subtle aspects that are nevertheless crucial to the building of a high quality mental model tend to be missed by domain novices [6, 26].”
BackgroundSelf-citationDeveloping and evaluating a strategy for learning from animations
Kombartzky, U., Ploetzner, R., Schlag, S., & Metz, B. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.05.002 · Cited by 86 · see citing works
“For instance, in addition to processing continuously changing information, students need to identify and relate both spatially, as well as temporally, separated components of the pictorial display (cf. Lowe, 1999, 2004, 2008).”
BackgroundHow to sequence video modeling examples and inquiry tasks to foster scientific reasoning
Kant, J. M., Scheiter, K., & Oschatz, K. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.04.005 · Cited by 85 · see citing works
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Teacher use of evidence to customize inquiry science instruction
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“…virtual labs to create a curriculum to accompany the Frame technology, suchasguidedinquiry(Hmelo-Silver etal.2007); instructional patterns such as predict–observe–explain (White and Gunstone 1992); and helping students to observe relevant, instead of superficial, details of simulations (Lowe 2004).”
BackgroundPloetzner, R., Berney, S., & Bétrancourt, M. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12476 · Cited by 87 · see citing works
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“Nevertheless, it was found that within the context of complex systems, there is no advantage to the user control over the animation (e.g., Boucheix, 2007; Lowe, 2004), so that the effectiveness of the animation is not limited to the cases in which the learner is required to carry out specific actions in addition to wa…”
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“Lowe (2003, 2004) found that subjects adopted simple comprehension strategies that focused on easily perceived surface features when learning from complex and unfamiliar dynamic visualizations.”
BackgroundSupporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit
Chiu, J. L., & Linn, M. C. (2013) · Journal of Science Education and Technology · doi:10.1007/s10956-013-9449-5 · Cited by 69 · see citing works
“Novice students studying chemical reactions may only pay attention to surface features of dynamic visualizations (e.g., Lowe 2004) or fail to make inferences about how the visualization connects to conservation of mass or chemical reactions.”
BackgroundMethodResultInfluentialSeeing Change in Time: Video Games to Teach about Temporal Change in Scientific Phenomena
Corredor, J., Gaydos, M., & Squire, K. (2014) · Journal of Science Education and Technology · doi:10.1007/s10956-013-9466-4 · Cited by 67 · see citing works
“Dynamic representations are also better when learners are allowed to manipulate the content of the simulation, when they are interactive (increasing germane load) (Bodemer et al. 2004) and when users engage in active content exploration (Lowe 2004).”
BackgroundEffects of presentation speed of a dynamic visualization on the understanding of a mechanical system
Fischer, S., Lowe, R., & Schwan, S. (2007) · Applied Cognitive Psychology · doi:10.1002/acp.1426 · Cited by 69 · see citing works
“Merely providing changerelated information as an analogue dynamic representation does not guarantee that learners will necessarily be able to extract its key aspects (Lowe, 1999, 2003, 2004).”
BackgroundSelf-citationWu, C., & Chiang, M.-C. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.11.012 · Cited by 64 · see citing works
“…to promote the effectiveness of learning from animation, some researches offer various strategies or methods, such as interactive animation (Lowe, 2004), attention cueing (e.g., coloring, arrows, shading, texture, highlight, appearance time, visual cues, anti-cueing, etc.) (de Koning,…”
BackgroundSelf-generated drawings for supporting comprehension of a complex animation
Masón, L., Lowe, R., & Tornatora, M. C. (2013) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2013.04.001 · Cited by 61 · see citing works
Self-citationThematic relevance and perceptual salience of dynamic geovisualization displays
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Learning and technologies, people and tools in co-ordinated activities
Säljö, R. (2004) · International Journal of Educational Research · doi:10.1016/j.ijer.2005.08.013 · Cited by 57 · see citing works
Different effects of pausing on cognitive load in a medical simulation game
Lee, J. Y., Donkers, J. H. H. L. M., Jarodzka, H., Sellenraad, G., & van Merriënboer, J. J. G. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106385 · Cited by 60 · see citing works
How Dynamic Visualization Technology can Support Molecular Reasoning
Levy, D. (2012) · Journal of Science Education and Technology · doi:10.1007/s10956-012-9424-6 · Cited by 56 · see citing works
“A developing body of research suggests that there may be situations in which some people learn more by mentally simulating an event than by viewing an external dynamic representation of that event (Hegarty 2004; Narayanan and Hegarty 2002; Lowe 2004).”
BackgroundUsing segmentation to support the learning from animated soccer scenes: An effect of prior knowledge
Khacharem, A., Spanjers, I. A. E., Zoudji, B., Kalyuga, S., & Ripoll, H. (2012) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2012.10.006 · Cited by 55 · see citing works
“Inversely, animation may decrease learners’ cognitive engagement (underwhelming, Lowe, 2004) and lead to an illusion of understanding (Bétrancourt, 2005).”
BackgroundDomain knowledge moderates the influence of visual saliency in scene recognition
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“For example, Lowe (2004) found that when participants were asked to make predictions on weather maps, novices adopted more ‘local’ strategies, examining the maps bit-by-bit at the expense of the more global details.”
BackgroundPrincipled animation design improves comprehension of complex dynamics
Lowe, R., & Boucheix, J. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.06.005 · Cited by 58 · see citing works
“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…”
Self-citationAttention Guidance Strategies for Supporting Learning from Dynamic Visualizations
de Koning, B. B., & Jarodzka, H. (2017) · Springer eBooks · doi:10.1007/978-3-319-56204-9_11 · Cited by 56 · see citing works
How user-friendly are online interactive maps? Survey based on experiments with heterogeneous users
Poplin, A. (2015) · Cartography and Geographic Information Science · doi:10.1080/15230406.2014.991427 · Cited by 55 · see citing works
“Previous research suggests that understanding how to interact with different visualizations effectively and how they can be used to accomplish tasks is often lacking (Lowe 1999, 2004, H egarty2004).”
BackgroundHuk, T., Steinke, M., & Floto, C. (2009) · Instructional Science · doi:10.1007/s11251-009-9116-7 · Cited by 54 · see citing works
“Accordingly, there has been an increasing tendency to include dynamic visualizations in multimedia learning environments (Bodemer et al. 2005; Lowe 2004 ).”
BackgroundChoosing and using geospatial displays: Effects of design on performance and metacognition.
Hegarty, M., Smallman, H. S., & Stull, A. T. (2012) · Journal of Experimental Psychology Applied · doi:10.1037/a0026625 · Cited by 52 · see citing works
The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations
Chiu, J. L., & Linn, M. C. (2011) · Contemporary trends and issues in science education · doi:10.1007/978-94-007-2132-6_7 · Cited by 52 · see citing works
Use of signaling to integrate desktop virtual reality and online learning management systems
Dodd, B. J., & Antonenko, P. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.05.016 · Cited by 47 · see citing works
“Lowe (2004) concluded that participants tended to address content in small chunks instead of using more integrated approaches.”
BackgroundMethodResultBoucheix, J., & Forestier, C. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.12.029 · Cited by 46 · see citing works
Role of Image and Cognitive Load in Anatomical Multimedia
Wilson, T. D. (2014) · Springer eBooks · doi:10.1007/978-3-319-08930-0_27 · Cited by 47 · see citing works
Learning from animation enabled by collaboration
Rebetez, C., Bétrancourt, M., Sangin, M., & Dillenbourg, P. (2009) · Instructional Science · doi:10.1007/s11251-009-9117-6 · Cited by 46 · see citing works
“As a result, some critical information can be missed or inaccurately perceived, especially because novice learners tend to focus on perceptually salient changes that are not necessarily conceptually relevant ( Lowe 2004 ).”
BackgroundInfluentialETA Learning Factory: A Holistic Concept for Teaching Energy Efficiency in Production
Abele, E., Bauerdick, C., Strobel, N., & Panten, N. (2016) · Procedia CIRP · doi:10.1016/j.procir.2016.06.051 · Cited by 45 · see citing works
Molecular Biology Meets the Learning Sciences: Visualizations in Education and Outreach
Jenkinson, J. (2018) · Journal of Molecular Biology · doi:10.1016/j.jmb.2018.08.020 · Cited by 51 · see citing works
When do spatial abilities support student comprehension of STEM visualizations?
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Students’ difficulties in learning from dynamic visualisations and how they may be overcome
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“While educators employ external representations to improve students’ understanding, such representations also place specific demands on students (for a collection of papers see Ploetzner & Lowe, 2004).”
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“…displays contra-dicts this assumption, suggesting that not all individuals have the metacognitive skills to manipulate said software and animations to learn effectively (Morrison et al., 2000; Hegarty et al., 2002, 2008; Hegarty, 2004; Lowe, 2004; Rieber et al., 2004; Cohen and Hegarty, 2007).”
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“knowledge to new situations (e.g., Goldstone & Son, 2005; Lowe, 2004; Tversky, Morrison, & Betrancourt, 2002; Yuviler-Gavish, Yechiam, & Kallai, 2011).”
A video annotation learning approach to improve the effects of video learning
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“This issue led to several studies that examined the cognitive process of dynamic media learning, based on cognitive load theory (Lowe, 2004).”
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“…and static visualizations has been intensively investigated for the past decade, little evidence supports that the animation is superior to static graphics in terms of facilitating better learning outcomes (e.g., Chandler 2009; Mayer et al. 2005; Ploetzner and Lowe 2004; Tversky et al. 2002).”
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Tailoring animations of example programs
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“They may fail to understand the meanings of visual elements or neglect important aspects and focus on peripheral ones [8, 16].”
BackgroundMoving Targets: The Effect of Animation on Identification of Action Word Representations
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“It is generally assumed that viewers find animations more appealing than static graphics (ChanLin, 2000), and that animations will be more effective in facilitating uptake of information on relationships and processes because of their inherent dynamism (Ploetzner & Lowe, 2004).”
BackgroundKühl, T. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101457 · Cited by 36 · see citing works
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“, electricity [25]; lightning [26]; gravitational lensing [1]; meteorological changes [2]).”
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- Authors
- Lowe, R.
- Affiliations
- Curtin University (AU)
- Corresponding author
- Lowe, Richard
- ORCID
- Lowe, Richard
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2004-06
- Volume
- 14
- Issue
- 3
- Pages
- 257-274
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2163567714
- Semantic Scholar
- b9002f53bf021a2f8ce21d9e52de0adfe282e70d
- Cited by
- 312
- References
- 27
- Citations by year
- 2026: 4 · 2025: 4 · 2024: 6 · 2023: 3 · 2022: 7 · 2021: 8 · 2020: 14 · 2019: 16 · 2018: 18 · 2017: 17 · 2016: 18 · 2015: 13 · 2014: 17 · 2013: 35 · 2012: 22
- FWCI
- 14.48
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- eSpace (Curtin University) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Data Visualization and Analytics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- interactive animation, dynamic visualization, mental models, information search strategies, prediction tasks, instructional guidance
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