Computers, Graphics, and Learning
Computers, Graphics, and Learning
International Journal of Human-Computer Studies - Special issue: Interactive graphical communication
Instructional animations can be superior to statics when learning human motor skills
Computers in Human Behavior
Using video and static pictures to improve learning of procedural contents
Computers in Human Behavior
Proceedings of the 2010 Symposium on Eye-Tracking Research & Applications
The impact of animation interactivity on novices' learning of introductory statistics
Computers & Education
The influence of text modality on learning with static and dynamic visualizations
Computers in Human Behavior
The effect of searching and surfing on recognition of destination images on Facebook pages
Computers in Human Behavior
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The rapid development of computer graphics technology has made possible an easy integration of dynamic visualizations into computer-based learning environments. This study examines the relative effectiveness of dynamic visualizations, compared either to sequentially or simultaneously presented static visualizations. Moreover, the degree of realism in the visualizations was manipulated experimentally. One hundred-and-twenty university students were randomly assigned to one of six conditions (3 x 2; between-subjects; presentation format x realism). Learners' visuo-spatial abilities were considered as a continuous moderator for the presentation format. Learning outcomes were measured by a pictorial locomotion pattern classification test. Dynamic conditions outperformed static-sequential ones, but not static-simultaneous conditions, in classification performance. Realism had no main effect and did not interact with the presentation format as expected. Learners' visuo-spatial abilities had a positive effect on learning outcomes, but did not moderate the effects of the presentation format. Implications of the results for the design of instructional materials are discussed.