Perceiving versus inferring movements to understand dynamic events: The influence of content complexity |
| |
| Affiliation: | 1. Paris-East Créteil University, LIRTES (EA 7313), F-94009 Créteil, France;2. Univ Lille Nord de France, F-59000 Lille, France;3. UVHC, DeVisu, F-59313 Valenciennes, France;4. University of New South Wales, Sydney, NSW 2052, Australia;1. Faculty of Architecture and the Built Environment, University of Westminster, 35 Marylebone Road, London NW1 5LS, UK;2. School of Arts and Humanities, Royal College of Art, White City Garden House, 11 Dorando Close, London W12 7FN, UK;1. Department of Infectious Diseases, Rui Jin Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, China;2. Department of Cardiology, Shanghai First People’s Hospital, Shanghai Jiaotong University, Shanghai, China;3. Discipline of Pathology, School of Medical Sciences and The Bosch Institute, The University of Sydney, Sydney, NSW 2006, Australia;1. Perception Engineering, Eberhard-Karls-University Tübingen, Sand 14, 72076 Tübingen, Germany;2. Institute of Technical Optics, University Stuttgart, Pfaffenwaldring 9, 70569 Stuttgart, Germany;3. ZEISS Vision Science Lab, Röntgenweg 11, 72076 Tübingen, Germany;1. Massey University, Auckland, New Zealand;2. University of Lincoln, Lincoln, United Kingdom |
| |
| Abstract: | ObjectivesWhat type of visual presentation is best in helping learners to understand the functioning of a dynamic system and under what conditions? This study investigated the effect of content complexity on perceived cognitive load and performance resulting from studying depicted movements of team play either in an explicit manner (animation) or via arrow symbols (static diagram).DesignA 2 (treatment: diagram vs. animation) × 2 (content complexity: low vs. high) between subjects design was adopted in the experiment.MethodsForty-eight university students were randomly assigned to the four study conditions and required to perform a reconstruction test and rate their perceived cognitive load following the study phase.ResultsData analyses revealed that for low-complexity content, participants exposed to the animation treatment learned more efficiently – based on the combination of learning and cognitive load scores – than those exposed to the diagram treatment. On the other hand, for high-complexity content, participants exposed to the diagram treatment learned more efficiently than those exposed to the animation treatment.ConclusionThe findings stress the importance of considering the task complexity factor when designing and presenting instructional materials to learners. |
| |
| Keywords: | Cognitive load Animation Diagram Arrow symbols Content complexity Learning |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
