Integrating information from two pictorial animations: Complexity and cognitive prerequisites influence performance
Résumé
Dividing visual attention between spatially distinct sources of information could either be beneficial (if there is too much information for a single visualization) or detrimental (if interrelated information has to be mentally re-integrated) for learning. We present a new display technology allowing for the presentation of two distinct animations by avoiding split foci of visual attention: learners are able to switch between animations by moving their head. We examined how 84 naïve learners integrated information in three presentation modes: the 'vexing-image' mode displaying two animations, participants being able to switch between them without shifting the visual focus, a classical 'split-screen' and an 'overlaid' condition. Results showed that reduced complexity led to higher performance. Further, we showed that participants with high mental rotation abilities were best in the 'split-screen' mode, whereas participants with low mental rotation abilities benefited most from the 'vexing-image'. Theoretical and instructional consequences of these findings are discussed. Copyright © 2010 John Wiley & Sons, Ltd.
Domaines
Sciences cognitives
Origine : Fichiers produits par l'(les) auteur(s)
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