Mental models: towards a cognitive science of language, inference, and consciousness
Mental models: towards a cognitive science of language, inference, and consciousness
On designing comprehensible interactive hypermedia manuals
International Journal of Human-Computer Studies
Navigation strategies with ecological displays
International Journal of Human-Computer Studies
Top-down and bottom-up influences on learning from animations
International Journal of Human-Computer Studies
The effect of motion in graphical user interfaces
SG'03 Proceedings of the 3rd international conference on Smart graphics
Attention direction in static and animated diagrams
Diagrams'10 Proceedings of the 6th international conference on Diagrammatic representation and inference
Geovisualisation: sense-making and knowledge discovery with location-based data
Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction
Review: A systematic characterisation of expository animations
Computers in Human Behavior
Dynamic diagrams: a composition alternative
Diagrams'12 Proceedings of the 7th international conference on Diagrammatic Representation and Inference
How do viewers spontaneously segment animated diagrams of mechanical and biological subject matter?
Diagrams'12 Proceedings of the 7th international conference on Diagrammatic Representation and Inference
Twelve years of diagrams research
Journal of Visual Languages and Computing
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Current approaches to the design of educational animations too often appear to be largely founded upon intuition rather than research-based principles. Animated diagrams designed to be behaviourally realistic run the risk of learners overlooking vital high relevance information that has low intrinsic perceptual salience. The information that learners extract from such representations is a poor basis upon which to build high quality dynamic mental models. For animated diagrams to be effective as tools for learning, their design should be based upon explicit and principled modeling of the way learners process such depictions. This paper synthesizes recent research to propose a theoretical framework for learners' perceptual and conceptual processing of animated diagrams. A five-stage model is presented that characterizes the role of different levels of processing in building dynamic mental models of the depicted content.