Multimedia instruction: lessons from evaluation of a theory-based design
Journal of Educational Multimedia and Hypermedia
Rendering effective route maps: improving usability through generalization
Proceedings of the 28th annual conference on Computer graphics and interactive techniques
International Journal of Human-Computer Studies - Special issue: Interactive graphical communication
Filtering and brushing with motion
Information Visualization
Animated demonstrations for learning procedural computer-based tasks
Human-Computer Interaction
Pictorial representations of routes: chunking route segments during comprehension
Spatial cognition III
Learning from Animated Diagrams: How Are Mental Models Built?
Diagrams '08 Proceedings of the 5th international conference on Diagrammatic Representation and Inference
Wayfinding choremes-a language for modeling conceptual route knowledge
Journal of Visual Languages and Computing
VISUAL'05 Proceedings of the 8th international conference on Visual Information and Information Systems
Structural salience of landmarks for route directions
COSIT'05 Proceedings of the 2005 international conference on Spatial Information Theory
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Motion can be an effective tool to focus user's attention and to support the parsing of complex information in graphical user interfaces. Despite the ubiquitous use of motion in animated displays, its effectiveness has been marginal at best. The ineffectiveness of many animated displays may be due to a mismatch between the attributes of motion and the nature of the task at hand. To test this hypothesis, we examined different modes of route presentation that are commonly used today (e.g. internet maps, GPS maps, etc.) and their effects on the subsequent route memory. Participants learned a route from a map of a fictitious town. The route was presented to them either as a solid line (static) or as a moving dot (dynamic). In a subsequent memory task, participants recalled fewer pertinent landmarks (i.e. landmarks at the turns) in the dynamic condition, likely due to the moving dot that focused equally on critical and less important parts of the route. A second study included a combined (i.e. both static and dynamic) presentation mode, which potentially had a better recall than either presentation mode alone. Additionally, verbalization data confirmed that the static presentation mode allocated the attention to the task relevant information better than the dynamic mode. These findings support the hypothesis that animated tasks are conceived of as sequences of discrete steps, and that the motion in animated displays inhibits the discretization process. The results also suggest that a combined presentation mode can unite the benefits of both static and dynamic modes.