TY - JOUR
T1 - A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning
AU - Spanjers, Ingrid A. E.
AU - van Gog, Tamara
AU - van Merrienboer, Jeroen J. G.
PY - 2010/12
Y1 - 2010/12
N2 - 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.
AB - 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.
KW - Dynamic visualizations
KW - Animations
KW - Segmentation
KW - Cognitive load
KW - Learning
U2 - 10.1007/s10648-010-9135-6
DO - 10.1007/s10648-010-9135-6
M3 - Article
SN - 1040-726X
VL - 22
SP - 411
EP - 423
JO - Educational Psychology Review
JF - Educational Psychology Review
IS - 4
ER -