Skip to main content
SpringerLink
Log in

Dynamic Visualizations: A Two-Edged Sword?

  • Chapter
  • First Online:
Handbook of Human Centric Visualization

Abstract

Advances in computer technology have greatly facilitated the generation of dynamic visualizations fuelling a growing preference for animated graphics over their static counterparts. Animated graphics have thus become the visualization of choice in fields as diverse as science and high finance. An assumption underlying this shift to animations is that their direct portrayal of dynamic information is inherently superior to its indirect depiction in a static graphic. However, any benefits of animations must be offset against the costs that may be incurred due to psychological effects of their dynamics. Such problems are particularly likely in traditionally designed animations that depict the subject matter as an entire functioning system. However, alternative design approaches that are informed by the Animation Processing Model [R. Lowe and J-M. Boucheix. Learning from animated diagrams: How are mental models built? In Diagrammatic Representation and Inference, pp. 266–281, Springer, 2008.] offer a more effective way of presenting dynamic information. Viewers can be relieved of the burden of decomposing the whole dynamic system by presenting them instead with ready-made relation sets that are tailored to fit the perceptual and cognitive constraints of the human information processing system. Relation sets are designed to facilitate the internal construction processes that people use in composing mental models of the referent subject matter.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. R. Lowe and J-M. Boucheix. Learning from animated diagrams: How are mental models built? In Diagrammatic Representation and Inference, pp. 266–281, Springer, 2008.

    Google Scholar 

  2. W. Schnotz and R. Lowe. A unified view of learning from animated and static graphics. In Learning with Animation: Research Implications for Design, chapter 14, Cambridge University Press, 2008.

    Google Scholar 

  3. M. Hegarty. Mental animation: Inferring motion from static displays of mechanical systems. In Journal of Experimental Psychology: Learning, Memory, and Cognition, volume 18, pp. 1084–1102. 1992.

    Article  Google Scholar 

  4. M. Hegarty, S. Kriz and C. Cate. The roles of mental animations and external animations in understanding mechanical systems. In Cognition and Instruction, volume 21, pp. 209–249. 2003.

    Article  Google Scholar 

  5. K. Van der Waarde and P. Westendorp. The functions of arrows in user instructions. Proceedings of IIID Expert Forum on Manual Design (Eskilstuna, Sweden, November, 2000), pp. 1–7, 2000.

    Google Scholar 

  6. J. Heiser and B. Tversky. Arrows in comprehending and producing mechanical diagrams. In Cognitive Science, volume 30, pp. 581–592. 2006.

    Article  Google Scholar 

  7. M. Nienhaus and J. Döllner. Depicting dynamics using principles of visual art and narrations. In IEEE Computer Graphics and Applications, volume 25, pp. 40–51, 2005.

    Article  Google Scholar 

  8. M. Bétrancourt, S. Ainsworth, E. de Vries, J-M. Boucheix and R.K. Lowe. Graphicacy: Do readers of science textbooks need it? Proceedings of the Text and Graphics Comprehension Conference (Grenoble, France, August 29–31, 2012), In Press.

    Google Scholar 

  9. N. H. Narayanan and M. Hegarty. Multimedia design for communication of dynamic information. In International Journal of Human-Computer Studies, volume 57, pp. 279–315. 2002

    Article  Google Scholar 

  10. B. Tversky, J.B. Morrison and M. Bétrancourt, M. Animation: Can it facilitate? In International Journal of Human-Computer Studies, volume 57, pp. 247–262. 2002.

    Article  Google Scholar 

  11. T. N. Höffler and D. Leutner. Instructional animation versus static pictures: A meta-analysis. In Learning and Instruction, volume 17, pp. 722–738. 2007.

    Article  Google Scholar 

  12. R. K. Lowe, T. Rasch and W. Schnotz. Aligning affordances of graphics with learning task requirements. In Applied Cognitive Psychology, volume 25, pp. 452–459. 2010.

    Article  Google Scholar 

  13. R. K. Lowe. Animation and learning: selective processing of information in dynamic graphics. In Learning and Instruction, volume 13, pp. 157–176. 2003.

    Article  MathSciNet  Google Scholar 

  14. R. K. Lowe. Extracting information from an animation during complex visual learning. In European Journal of Psychology of Education, volume14, pp. 225–244. 1999.

    Article  Google Scholar 

  15. P.N. Johnson-Laird. Mental Models, Cambridge University Press, 1983.

    Google Scholar 

  16. J-M. Boucheix, R.K. Lowe and A. Soirat, A. (2006, September). One line processing of a complex technical animation: Eye tracking investigation during verbal description. Proceedings of the Text and Graphics Comprehension Conference, (Nottingham, UK, September, 2006), pp. 14–17. 2006.

    Google Scholar 

  17. R. K. Lowe. Interrogation of a dynamic visualization during learning. In Learning and Instruction, volume 14, pp. 257–274. 2004.

    Article  MathSciNet  Google Scholar 

  18. R. K. Lowe. Learning from animation: Where to look, when to look. In Learning with Animation: Research Implications for Design, chapter 3, Cambridge University Press, 2008.

    Google Scholar 

  19. R. Lowe. Perceptual and cognitive challenges to learning with dynamic visualizations. Proceedings of International Workshop on Dynamic Visualizations and Learning (Tübingen, Germany, July 17–18, 2002), 2002.

    Google Scholar 

  20. W. Winn. Perception principles. In Instructional Message Design: Principles from the Behavioural and Cognitive sciences, pp. 55–126, Educational Technology Publications, 1993.

    Google Scholar 

  21. J.M. Wolfe and T.S. Horowitz). What attributes guide the deployment of visual attention and how do they do it? In Nature Reviews Neuroscience, volume 5, pp. 1–7. 2004.

    Google Scholar 

  22. B.B de Koning, H.K. Tabbers, R. M. J. P. Rikers and F. Paas. Towards a framework for attention cueing in instructional animations: Guidelines for research and design. In Educational Psychology Review, volume 21, pp. 113–140. 2009.

    Article  Google Scholar 

  23. R. E. Mayer. Multimedia learning. Cambridge University Press. 2001.

    Google Scholar 

  24. R. E. Mayer and R.B. Anderson. The instructive animation: Helping students build connections between words and pictures in multimedia learning. In Journal of Educational Psychology, volume 84, pp. 444–452. 1992.

    Article  Google Scholar 

  25. M. Bétrancourt. The animation and interactivity principles in multimedia learning. In The Cambridge Handbook of Multimedia Learning, chapter 18, Cambridge University Press, 2005.

    Google Scholar 

  26. R. E. Mayer. Research-based principles for learning with animation. In Learning with Animation. Research Implications for Design, chapter 2, Cambridge University Press, 2008.

    Google Scholar 

  27. R.K. Lowe. Multimedia learning of meteorology. In The Cambridge handbook of multimedia learning, chapter 27, Cambridge University Press, 2005,

    Google Scholar 

  28. S.Kriz and M. Hegarty. Top-down and bottom-up influences on learning from animations. In International Journal of Human Computer Studies, volume 65, pp. 911–930. 2007.

    Article  Google Scholar 

  29. J-M. Boucheix and R.K. Lowe. An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animation. In Learning and Instruction, volume 20, pp. 123–135. 2010.

    Article  Google Scholar 

  30. R. K. Lowe and J-M. Boucheix. Cueing complex animations: Does direction of attention foster learning processes? In Learning and Instruction, volume 21, pp. 650–663. 2011.

    Article  Google Scholar 

  31. J-M. Boucheix and R.K. Lowe. Cueing animations: Dynamic signaling aids information extraction and comprehension. In press.

    Google Scholar 

  32. J.L. Plass, B.D. Horner, and E.O. Hayward. Design factors for educationally effective animations and simulations. Journal of Computing in Higher Education, volume 21, 31–61. 2009.

    Article  Google Scholar 

  33. H.S. Smallman and M. St. John. Naïve realism: Misplaced faith in realistic displays. Ergonomics in Design, volume 13, pp. 6–13. 2005.

    Article  Google Scholar 

  34. H.S. Smallman, & M. Cook. Naïve realism: Fallacies in the design and use of visual displays. In Topics in Cognitive Science, volume 3, pp. 579–608. 2011.

    Article  Google Scholar 

  35. S. Fischer, R.K. Lowe and S. Schwan. Effects of presentation speed of a dynamic visualization on the understanding of a mechanical system. In Applied Cognitive Psychology, volume 22, pp. 1126–1141. 2008.

    Article  Google Scholar 

  36. B. Tversky, J. Heiser, S. Lozano, R. MacKenzie and J. Morrison. Enriching animations. In Learning with animation: Research and design implications, chapter 12, Cambridge University Press. 2008.

    Google Scholar 

  37. R. Ploetzner, and R. Lowe. A systematic characterisation of expository animations. In Computers in Human Behavior, volume 28, pp. 781–794. 2012.

    Article  Google Scholar 

  38. R.K. Lowe and J-M. Boucheix. Dynamic diagrams: A composition alternative. In Diagrammatic Representation and Inference, pp. 233–240, Springer. 2012.

    Google Scholar 

  39. R.K. Lowe. Changing perceptions of animated diagrams. In Diagrammatic Representation and Inference, pp. 168–172, Springer. 2006.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, Curtin University, Kent St. Bentley, WA, 6102, Australia

    Richard K. Lowe

Authors
  1. Richard K. Lowe
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Richard K. Lowe .

Editor information

Editors and Affiliations

  1. CSIRO ICT Centre, Marsfield, New South Wales, Australia

    Weidong Huang

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Lowe, R.K. (2014). Dynamic Visualizations: A Two-Edged Sword?. In: Huang, W. (eds) Handbook of Human Centric Visualization. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-7485-2_23

Download citation

  • DOI: https://doi.org/10.1007/978-1-4614-7485-2_23

  • Published:

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4614-7484-5

  • Online ISBN: 978-1-4614-7485-2

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation