A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning |
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| Authors: | Ingrid A E Spanjers Tamara van Gog Jeroen J G van Merriënboer |
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| Institution: | (1) Department of Educational Development and Research, School of Health Professions Education, Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands;(2) Centre for Learning Sciences and Technologies, Netherlands Laboratory for Lifelong Learning, Open Universiteit in The Netherlands, Heerlen, The Netherlands;(3) Institute of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands |
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| 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 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. |
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