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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/3009

Title: A theoretical analysis of how segmentation of dynamic visualizations optimizes students' learning
Authors: Spanjers, Ingrid
Van Gog, Tamara
Van Merriënboer, Jeroen
Keywords: Dynamic visualizations
Animations
Segmentation
Cognitive load
Learning
Issue Date: 30-Nov-2010
Abstract: 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 which 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.
Description: Spanjers, I. A. E., Van Gog, T., & Van Merriënboer, J. J. G. (2010). A theoretical analysis of how segmentation of dynamic visualizations optimizes students’ learning. Educational Psychology Review, 22(4), 411-423. doi:10.1007/s10648-010-9135-6
URI: http://hdl.handle.net/1820/3009
Appears in Collections:1. LC: Publications and Preprints

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