Much less priority is given to such positive effects as facilitated perception, memorization, and interactivity, which are particularly important for students. Teachers and students note that time-saving and information saturation are the main advantages of visualization. The results indicate that this methodological technique is actively used during the lecture activities of Russian teachers. The purpose of the questionnaire was to determine the frequency of visualization used in lectures, its positive effects, and to clarify the problems associated with its use. An empirical study of visualization as a methodological technique for lectures was conducted using an online questionnaire using the Google forms service. The study aims to analyze visualization as a methodological technique used during lectures in higher educational institutions. Results are discussed considering the cognitive theory of multimedia learning, the contiguity effect as well as the instructional design theory of anchored instruction. Again, a progressive drawing, as well as a narrative context within whiteboard animation, fostered learning relevant variables as well as learning outcomes. In a second experiment with the same sample and the same experimental design but a different whiteboard animation, results from Experiment 1 generalize to another learning content. Results revealed that progressive drawing, as well as a narrative context, are mostly associated with an increase in learning-relevant variables. without a narrative) between-subject factorial design, motivational, cognitive, affective variables, as well as learning outcomes, of secondary school students were measured. progressive drawing) x 2 (narrative context: with vs.
In a first Experiment (N = 133) with a 2 (presentation mode: static pictures vs. To specify essential elements, their dynamic visual presentation, as well as their narrative embedding, were found to be theortically important. However, the number of static pictures, which are used, is an important moderating factor.Īlthough whiteboard animations are increasingly used for educational purposes, there is little empirical evidence as to why such animations can enhance learning. Overall the findings support the effectiveness of a combination of instructional animation with static pictures. We found that the dynamic presentation of pictures was superior to the static pictures mode and showing fewer pictures (low frequency) was more beneficial. high frequency) and their appearance type (static vs. In experiment 2 we investigated how best to present the static pictures, by examining the number of pictures required (low vs. On average the best learning scores were found for the 3rd condition. In experiment 1, we compared 3 conditions (1) video shown alone, (2) static pictures displayed alone, and (3) video plus static pictures.
Pdf plus jpegs series#
In this study, we investigated the impact of presenting together both a video recording and a series of static pictures. However, in many studies, static displays have been found to be just as beneficial and sometimes better. Animations and videos are often designed to present information that involves change over time, in such a way as to aid understanding and facilitate learning.
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