Abstract
Learning from dynamic visualizations can pose distinct perceptual and cognitive processing challenges to learners that hinder those who lack relevant domain knowledge in making optimal choices about what information in the dynamic display should be attended to. Such learners therefore likely miss the essential information required for developing an accurate and complete understanding of the depicted content. As a result, attention guidance strategies, which have long been a feature of static educational visualizations, have been the subject of increasing interest from researchers as a means of helping learners to extract task-relevant information from a dynamic visualization. This chapter discusses three different approaches to attention guidance that have been explored in research on learning from dynamic visualizations: (1) cueing, (2) eye movement modeling examples, and (3) gesturing. For each of these types of attention guidance, the main findings from empirical research regarding its effects on perceptual and cognitive processing of a dynamic visualization are discussed. These findings suggest that attention guidance can engender more appropriate forms of attention direction. However, the extent to which attention guidance facilitates perceptual and/or cognitive processing depends on the approach taken to guide learners’ attention. Implications for research as well as for the design and practical use of attention guidance strategies to increase effective learning from dynamic visualizations are discussed.
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Notes
- 1.
It should be noted that not all researchers see the verbal explanation as an inherent part of EMME. The initial idea by Van Gog et al. (2009a) expected both aspects to be necessary, assuming that people cannot “read” another person’s eye movements easily.
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de Koning, B.B., Jarodzka, H. (2017). Attention Guidance Strategies for Supporting Learning from Dynamic Visualizations. In: Lowe, R., Ploetzner, R. (eds) Learning from Dynamic Visualization. Springer, Cham. https://doi.org/10.1007/978-3-319-56204-9_11
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