Aligning affordances of graphics with learning task requirements
Dynamic subject matter can be portrayed to learners in the form of either static or dynamic depictions. Two plausible bases for choosing a depiction format are alignment with the subject matter's dynamics, or the specific affordances a depiction provides for performing a particular learning out...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
John Wiley & Sons Ltd.
2011
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| Online Access: | http://hdl.handle.net/20.500.11937/12969 |
| _version_ | 1848748223145967616 |
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| author | Lowe, Ric Schnotz, W. Rasch, T. |
| author_facet | Lowe, Ric Schnotz, W. Rasch, T. |
| author_sort | Lowe, Ric |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Dynamic subject matter can be portrayed to learners in the form of either static or dynamic depictions. Two plausible bases for choosing a depiction format are alignment with the subject matter's dynamics, or the specific affordances a depiction provides for performing a particular learning output task. Experimental participants viewed an ordered set of eight images depicting key stages of a kangaroo hop presented in a dynamic, successive or simultaneous format. Control participants viewed no presentation. The output task required participants to rearrange a random sequence of the eight kangaroo images into the correct order of a kangaroo hop. Those who viewed the successive presentation were most successful in placing the images in their correct order while those in the dynamic condition were least successful. The results contradict the prevailing instructional design orthodoxy that the dynamic properties of a depiction should be aligned with the dynamic nature of the referent content. |
| first_indexed | 2025-11-14T07:01:37Z |
| format | Journal Article |
| id | curtin-20.500.11937-12969 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:01:37Z |
| publishDate | 2011 |
| publisher | John Wiley & Sons Ltd. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-129692017-09-13T15:02:12Z Aligning affordances of graphics with learning task requirements Lowe, Ric Schnotz, W. Rasch, T. Dynamic subject matter can be portrayed to learners in the form of either static or dynamic depictions. Two plausible bases for choosing a depiction format are alignment with the subject matter's dynamics, or the specific affordances a depiction provides for performing a particular learning output task. Experimental participants viewed an ordered set of eight images depicting key stages of a kangaroo hop presented in a dynamic, successive or simultaneous format. Control participants viewed no presentation. The output task required participants to rearrange a random sequence of the eight kangaroo images into the correct order of a kangaroo hop. Those who viewed the successive presentation were most successful in placing the images in their correct order while those in the dynamic condition were least successful. The results contradict the prevailing instructional design orthodoxy that the dynamic properties of a depiction should be aligned with the dynamic nature of the referent content. 2011 Journal Article http://hdl.handle.net/20.500.11937/12969 10.1002/acp.1712 John Wiley & Sons Ltd. restricted |
| spellingShingle | Lowe, Ric Schnotz, W. Rasch, T. Aligning affordances of graphics with learning task requirements |
| title | Aligning affordances of graphics with learning task requirements |
| title_full | Aligning affordances of graphics with learning task requirements |
| title_fullStr | Aligning affordances of graphics with learning task requirements |
| title_full_unstemmed | Aligning affordances of graphics with learning task requirements |
| title_short | Aligning affordances of graphics with learning task requirements |
| title_sort | aligning affordances of graphics with learning task requirements |
| url | http://hdl.handle.net/20.500.11937/12969 |