International Journal of Human-Computer Studies - Special issue: Interactive graphical communication
Does cognitive load moderate the seductive details effect? A multimedia study
Computers in Human Behavior
The attention-guiding effect and cognitive load in the comprehension of animations
Computers in Human Behavior
The role of spatial descriptions in learning from multimedia
Computers in Human Behavior
Attention cueing in an instructional animation: The role of presentation speed
Computers in Human Behavior
The attention-guiding effect and cognitive load in the comprehension of animations
Computers in Human Behavior
Contemporary cognitive load theory research: The good, the bad and the ugly
Computers in Human Behavior
Visualizing transactional memory
Proceedings of the 21st international conference on Parallel architectures and compilation techniques
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In this study we investigated the influence of text modality on learning with static and dynamic visualizations in a dynamic domain, namely the physical principles underlying fish locomotion. A 2x2-design with type of visualization (static vs. dynamic) and text modality (spoken vs. written) as independent variables was used. Concerning learning outcomes, it was hypothesized that (1) learners presented with dynamic visualizations would outperform learners presented with static visualizations, (2) learners presented with spoken text would outperform learners presented with written text, and (3) an interaction between type of visualization and modality would occur: the superiority of dynamic over static visualizations was expected to be more pronounced for spoken compared to written text. Subjective cognitive load measures were assessed and expected to mirror the aforementioned pattern of learning outcomes in accordance with Cognitive Load Theory (i.e., higher extraneous cognitive load (ECL) related to lower learning outcomes). For transfer tasks, the first two hypotheses could be confirmed. However, there was no interaction. Moreover, ECL was rated higher by subjects when learning with static compared to dynamic visualizations, but there were no differences for ECL with respect to the text modality. The results are discussed within the framework of Cognitive Load Theory.