The DOI matches its Crossref record; 26 of the 27 references it cites were found in a registry or an index.
Interrogation of a dynamic visualization during learning
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
Citations
Cites
Why a Diagram is (Sometimes) Worth Ten Thousand Words
Larkin, J. H., & Simon, H. A. (1987) · Cognitive Science · doi:10.1111/j.1551-6708.1987.tb00863.x · Cited by 3,855
Tversky, B., Morrison, J. B., & Bétrancourt, M. (2002) · International Journal of Human-Computer Studies · doi:10.1006/ijhc.2002.1017 · Cited by 1,677
Mayer, R. E., & Moreno, R. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.312 · Cited by 1,315 · cited 1×
“The associated competition for attention between different graphic elements constituting the animated display is likely to result in effects analogous to the split-attention effects that have been investigated between pictures and text (e.g. Mayer & Moreno, 1998).”
BackgroundExternal cognition: how do graphical representations work?
Scaife, M., & Rogers, Y. (1996) · International Journal of Human-Computer Studies · doi:10.1006/ijhc.1996.0048 · Cited by 1,066
(1999) · Cited by 944
The Nature of External Representations in Problem Solving
Zhang, J. (1997) · Cognitive Science · doi:10.1207/s15516709cog2102_3 · Cited by 897
Animation as an Aid to Multimedia Learning
Mayer, R. E., & Moreno, R. (2002) · Educational Psychology Review · doi:10.1023/a:1013184611077 · Cited by 749
Assimilating complex information
Pollock, E., Chandler, P., & Sweller, J. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00016-0 · Cited by 692
Animation and learning: selective processing of information in dynamic graphics
Lowe, R. (2003) · Learning and Instruction · doi:10.1016/s0959-4752(02)00018-x · Cited by 557
Self-citationThe Psychology of Science Text Comprehension
Otero, J., Le¢n, J. A., & Graesser, A. C. (2014) · Routledge eBooks · doi:10.4324/9781410612434 · Cited by 536
Flagged first, then by citations
1 of the 27 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
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 399
“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
The Animation and Interactivity Principles in Multimedia Learning
Bétrancourt, M. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.019 · Cited by 354
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 350
“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.”
Backgroundvan der Meij, J., & de Jong, T. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.03.007 · Cited by 298
Metadata
- 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 Graphics and Computer-Aided Design › 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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