Multimedia and comprehension: a cognitive study
Journal of the American Society for Information Science
Virtual frog dissection: interactive 3D graphics via the Web
Computer Networks and ISDN Systems
Assessing dynamics in computer-based instruction
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
2D vs 3D, Implications on Spatial Memory
INFOVIS '01 Proceedings of the IEEE Symposium on Information Visualization 2001 (INFOVIS'01)
Revising (multi-) media learning principles by applying a differentiated knowledge concept
International Journal of Human-Computer Studies
Review: Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered
Computers in Human Behavior
The view of scientific inquiry conveyed by simulation-based virtual laboratories
Computers & Education
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
Designing a powerful learning environment to promote durable conceptual change
Computers & Education
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This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with 212 8th grade students in Greece. This exploratory study utilizes three different versions of an interactive multimedia application called ''Methods of separation of mixtures'', each one differing from the other two in a type of visuals. The results indicate that multimedia applications with interactive 3D animations as well as with 3D animations do in fact increase the interest of students and make the material more appealing to them. The findings also suggest that the most obvious and essential benefit of static visuals (3D illustrations) is that they leave the time control of learning to the students and decrease the cognitive load.