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The crucial role of cognitive processes in the design of dynamic visualizations
15 references·16 citing·35 second hop
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(2001)When learning is just a click…Instructional Design in Technical Areas (1999)Instructional Design in Techn…Extracting information from an animation during complex visual learning (1999)Extracting information from a…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Why Some Material Is Difficult to Learn (1994)Why Some Material Is Difficul…THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION (1992)THE SPLIT‐ATTENTION EFFECT AS…Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory and the…Mental Representations: A Dual Coding Approach (1986)Mental Representations: A Dua…Influence of 3D models and animations on students in natural subjects (2022)Influence of 3D models and an…The role of process information in narrations while learning with animations and static pictures (2016)The role of process informati…A review of features of technology-supported learning environments based on participants’ perceptions (2015)A review of features of techn…Evidence for effective uses of dynamic visualisations in science curriculum materials (2014)Evidence for effective uses o…Seeing Change in Time: Video Games to Teach about Temporal Change in Scientific Phenomena (2013)Seeing Change in Time: Video …Learning with videos vs. learning with print: The role of interactive features (2011)Learning with videos vs. lear…Effects of pacing and cognitive style across dynamic and non-dynamic representations (2011)Effects of pacing and cogniti…A relationship study of student satisfaction with learning online and cognitive load: Initial results (2011)A relationship study of stude…The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter (2009)The impact of designing and e…Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations (2009)Learning hand manipulative ta…Design factors for educationally effective animations and simulations (2009)Design factors for educationa…A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2008)A Model of Factors Determinin…3D visualization types in multimedia applications for science learning: A case study for 8th grade students in Greece (2008)3D visualization types in mul…Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge (2007)Relative effectiveness of ani…Making instructional animations more effective: a cognitive load approach (2007)Making instructional animatio…Instructional efficiency of animation: effects of interactivity through mental reconstruction of static key frames (2007)Instructional efficiency of a…Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Interactive Multimodal Learning Environments (2007)Cognitive load theory in health professional education: design principles and strategies (2009)Cognitive load theory, educational research, and instructional design: some food for thought (2009)A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. (2008)Handbook of Research on Educational Communications and Technology (2013)Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning (2016)Using multimedia for e‐learning (2017)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)Cognitive Load Theory (2011)Human Problem Solving (1972)A Reconsideration of Cognitive Load Theory (2007)Using Electroencephalography to Measure Cognitive Load (2010)Working Memory (1974)Cognitive load in hypertext reading: A review (2005)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018)Generative Processes of Comprehension (1989)Cognition and instruction: Their historic meeting within educational psychology. 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References

  • 2002Multimedia Learning7,764 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1986Mental Representations: A Dual Coding Approach5,111 cited
  • 1991Cognitive Load Theory and the Format of Instruction2,894 cited
  • 2003The Expertise Reversal Effect1,925 cited
  • 1994Why Some Material Is Difficult to Learn1,453 cited
  • 1999Instructional Design in Technical Areas943 cited
  • 2002Cognitive load theory: implications of cognitive load theory on the design of learning916 cited
  • 1992THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION766 cited
  • 2001When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?761 cited
  • 2002Animation as an Aid to Multimedia Learning748 cited
  • 2003Animation and learning: selective processing of information in dynamic graphics553 cited
  • 2004The cognitive benefits of interactive videos: learning to tie nautical knots472 cited
  • 1999Extracting information from an animation during complex visual learning379 cited
  • 2004Interrogation of a dynamic visualization during learning311 cited

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Cited by

  • 2011Learning with videos vs. learning with print: The role of interactive features285 cited
  • 2009Design factors for educationally effective animations and simulations248 cited
  • 2007Making instructional animations more effective: a cognitive load approach200 cited
  • 2009Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations191 cited
  • 2009The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter162 cited
  • 2007Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge147 cited
  • 2008A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry139 cited
  • 2014Evidence for effective uses of dynamic visualisations in science curriculum materials137 cited
  • 20083D visualization types in multimedia applications for science learning: A case study for 8th grade students in Greece124 cited
  • 2011Effects of pacing and cognitive style across dynamic and non-dynamic representations95 cited
  • 2011A relationship study of student satisfaction with learning online and cognitive load: Initial results89 cited
  • 2007Instructional efficiency of animation: effects of interactivity through mental reconstruction of static key frames84 cited
  • 2015A review of features of technology-supported learning environments based on participants’ perceptions78 cited
  • 2022Influence of 3D models and animations on students in natural subjects76 cited
  • 2013Seeing Change in Time: Video Games to Teach about Temporal Change in Scientific Phenomena67 cited
  • 2016The role of process information in narrations while learning with animations and static pictures51 cited