The effects of dynamic visual cues on cognitive load and learning outcomes with a focus on the moderating effects of spatial ability factors

2021 ◽  
Vol 27 (4) ◽  
pp. 1485-1513
Author(s):  
Hyejeong Park ◽  
Gyeoun Jeong ◽  
Il-Hyun Jo
2018 ◽  
Vol 46 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Yongsuk Hwang ◽  
Donghee Shin

We examined the effects of visual cueing in an effort to identify the optimal way to present information in a 3-dimensional (3D) virtual environment. To strategically compensate for the lack of permanency, we combined dynamic and static visualizations into 1 medium by adding transparent static images (visual cueing) to an animation. A between-subjects experiment (N = 100) was conducted to examine the effects of visual cueing on cognitive load and learning outcomes. Results showed that combining dynamic and static visualizations was beneficial for reducing cognitive load, although it did not improve learning outcomes. On the basis of our findings, we suggest a design strategy for improving the effectiveness of 3D instructional animations that is broadly applicable to numerous learning contexts, such as virtual or augmented reality.


Author(s):  
Adam F. Werner ◽  
Jamie C. Gorman

Objective This study examines visual, auditory, and the combination of both (bimodal) coupling modes in the performance of a two-person perceptual-motor task, in which one person provides the perceptual inputs and the other the motor inputs. Background Parking a plane or landing a helicopter on a mountain top requires one person to provide motor inputs while another person provides perceptual inputs. Perceptual inputs are communicated either visually, auditorily, or through both cues. Methods One participant drove a remote-controlled car around an obstacle and through a target, while another participant provided auditory, visual, or bimodal cues for steering and acceleration. Difficulty was manipulated using target size. Performance (trial time, path variability), cue rate, and spatial ability were measured. Results Visual coupling outperformed auditory coupling. Bimodal performance was best in the most difficult task condition but also high in the easiest condition. Cue rate predicted performance in all coupling modes. Drivers with lower spatial ability required a faster auditory cue rate, whereas drivers with higher ability performed best with a lower rate. Conclusion Visual cues result in better performance when only one coupling mode is available. As predicted by multiple resource theory, when both cues are available, performance depends more on auditory cueing. In particular, drivers must be able to transform auditory cues into spatial actions. Application Spotters should be trained to provide an appropriate cue rate to match the spatial ability of the driver or pilot. Auditory cues can enhance visual communication when the interpersonal task is visual with spatial outputs.


2021 ◽  
Vol 6 ◽  
Author(s):  
Suzanne W. Dietrich ◽  
Don Goelman ◽  
Jennifer Broatch ◽  
Sharon Crook ◽  
Becky Ball ◽  
...  

The goal of the Databases for Many Majors project is to engage a broad audience in understanding fundamental database concepts using visualizations with color and visual cues to present these topics to students across many disciplines. There are three visualizations: introducing relational databases, querying, and design. A unique feature of these learning tools is the ability for instructors in diverse disciplines to customize the content of the visualization’s example data, supporting text, and formative assessment questions to promote relevance to their students. This paper presents a study on the impact of the customized introduction to relational databases visualization on both conceptual learning and attitudes towards databases. The assessment was performed in three different courses across two universities. The evaluation shows that learning outcomes are met with any visualization, which appears to be counter to expectations. However, students using a visualization customized to the course context had more positive attitudes and beliefs towards the usefulness of databases than the control group.


Author(s):  
Jamie Costley ◽  
Christopher Lange

<p class="3">Semi-formal learning is used to describe learning that is directed towards the goals of a formal learning institution but outside of the learning structure of a specific class. Students studying online may form semi-formal groups to increase their knowledge of the content by interacting with other learners taking the same class. This study of cyber university students (n = 2042) involved looking at the relationship between semi-formal learning groups and levels of germane load.  Furthermore, this study sought to understand what role group work plays in moderating the relationship between motivation and germane load. This study found that highly motivated students had higher levels of germane load, and that group work negatively moderated that relationship. In other words, while all students benefited from group work, students with lower levels of motivation benefited more than students with high levels of motivation. This research fills an important gap by showing the value this type of group work can have for all learners, particularly those who may otherwise struggle.</p>


2019 ◽  
Vol 30 (5) ◽  
pp. 1488-1498 ◽  
Author(s):  
Samuel Aguilar-Argüello ◽  
Daniel Gerhard ◽  
Ximena J Nelson

AbstractSelection on individuals that incorporate risk to quickly and accurately make a priori navigational assessments may lead to increased spatial ability. Jumping spiders (Araneae: Salticidae) are characterized by their highly acute vision, which mediates many behaviors, including prey capture and navigation. When moving to a specific goal (prey, nest, a potential mate, etc.), salticids rely on visual cues and spatial memory to orient in 3-dimensional space. Salticid spatial ability has been studied in homing and detour tasks, with Portia being considered one of the most skillful genera in terms of spatial ability in the family. Commonly living in complex environments, salticids are likely to encounter a wide variety of routes that could lead to a goal, and, as selection favors individuals that can accurately make assessments, they may be able to assess alternative route distances to select the most efficient route. Here, we tested whether 2 salticid species (Portia fimbriata and Trite planiceps) can discriminate and assess between different available routes by their length, and riskiness to escape from a stressful scenario. Results suggest that while Portia is more likely to choose the easiest and shortest escape routes, Trite is faster in both decision making about which route to take, and to escape. However, some individuals were able to use novel shortcuts instead of the routes expected, with Portia containing a higher proportion of shortcut-takers than Trite. These differences in spatial ability seem to correspond with the environmental complexity inhabited by each species.


2013 ◽  
Vol 35 (3) ◽  
pp. 260-269 ◽  
Author(s):  
Aïmen Khacharem ◽  
Bachir Zoudji ◽  
Slava Kalyuga ◽  
Hubert Ripoll

Cognitive load perspective was used as a theoretical framework to investigate effects of expertise and type of presentation of interacting elements of information in learning from dynamic visualizations. Soccer players (N = 48) were required to complete a recall reconstruction test and to rate their invested mental effort after studying a concurrent or sequential presentation of the elements of play. The results provided evidence for an expertise reversal effect. For novice players, the sequential presentation produced better learning outcomes. In contrast, expert players performed better after studying the concurrent presentation. The findings suggest that the effectiveness of different visual presentation formats depend on levels of learner expertise.


BIODIK ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233-243
Author(s):  
Eka Lesmana Sari ◽  
Billyardi Ramdhan ◽  
Sistiana Windyariani

Cognitive load profile is a theory used to study the limitations of working memory in receiving and processing new information obtained by students, mental effort owned by students and student learning outcomes after learning learning that has been conveyed. This research is a qualitative descriptive study which aims to find out the cognitive load profile of students in grade VII of Sukabumi City Public Middle School on environmental pollution material which was carried out in April in the 3rd week in one of the Sukabumi City Negri Secondary Schools. This study is to describe the emergence of the cognitive load profile of students in environmental pollution material with the help of prezi application. The sample used in this study were 40 students. The instrument used in the study of 16 problem questions according to indicators developed by Marzano to describe ICL, 8 questionnaires during the delivery of environmental pollution material assisted with the Prezi application to describe the ECL and 25 multiple choice questions according to indicators developed by marzano to describe GCL. The results of the study illustrate that the cognitive load profile of Grade VII students of Sukabumi City Negri Middle School in the academic year 2019/2020 illustrates the results of instrisic cognitive load (ICL) in receiving and processing information that has a high average value of 81.25 shows the profile of cognitive load owned by low students, then the results depicted from extraneous cognitive load (ECL) in the mental effort of students obtain an average value of 65.2 it illustrates the cognitive load profile possessed by students and finally the learning outcomes By using Germane cognitive load (GCL), students get an average value of 63, which is the same as ECL, which illustrates students' cognitive load profile because of the low value of learning outcomes obtained by students. Abstrak.Teori beban kognitif merupakan teori yang digunakan untuk mempelajari keterbatasan memori kerja dalam menerima informasi baru yang diperoleh. Adapun tujuan penelitian itu sendiri yaitu untuk mendapatkan gambaran dalam mendeskripsikan munculnya beban kognitif siswa pada pembelajaran materi pencemaran lingkungan dengan berbantuan aplikasi prezi. Penelitian ini bersifat deskriptif kualintatif. Metode pengumpulan data yaitu dengan soal pilihan ganda, kuisioner dan test soal uraian.  Subjek penelitian ini yaitu siswa SMPN 06 Kota Sukabumi kelas VII ajaran 2019/2020 sebanyak 40 orang. Untuk menggambarkan instrisic cognitive load (ICL) yaitu kurang menguasai konsep siswa memperoleh hasil nilai rata-rata 81,25, usaha mental siswa untuk menggambarkan extraneous cognitive load (ECL) yaitu kurang memahami gambar atau soal dengan kuisioner siswa memperoleh nilai rata-rata 62,5 dan hasil belajar dengan menggunakan germane cognitive load (GCL) yaitu siswa dapat mengingat kembali ingatan yang telah lalu dan dapat menerapkannya dalam soal berbentuk pilihan ganda siswa memperoleh nilai rata-rata 68.


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