Is there an optimum of realism in computer-generated instructional visualizations?
TLDR
In this paper , different versions of anatomical visualizations were compared regarding their effects on retention performance and the subjective cognitive load experienced during learning and the results suggest that the optimal level of realism might lie on the more realistic end of the spectrum for learning tasks focused on the memorization of shapes that are assessed using image-based tests.Abstract:
Abstract Realistic visualizations are abundantly used in digital education. However, the use of realism is still thought to risk a cognitive overload due to excessive details. Moreover, it is still not precisely known whether there is an optimal level of realism that benefits learners the most. In two experimental studies, different versions of anatomical visualizations were compared regarding their effects on retention performance and the subjective cognitive load experienced during learning. In Experiment 1 ( n = 73), four visualizations with minor variations in the geometry and shading of the model featured in the visualizations were used. Although neither the level of detail in the geometry nor the realism of the shading resulted in significant differences, a detailed model with simplified shading elicited the highest retention scores descriptively. In Experiment 2 ( n = 156), a schematic visualization was compared with an “idealized” model featuring only simplified shading and a highly realistic rendering. There most realistic version elicited the highest retention scores, but also the highest cognitive load ratings. Taken together, the results suggest that the optimal level of realism might lie on the more realistic end of the spectrum for learning tasks focused on the memorization of shapes that are assessed using image-based tests. read more
Citations
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Realistic details impact learners independently of split-attention effects
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Guidelines for Choosing Cognitive Load Measures in Perceptually Rich Environments
TL;DR: In this paper , a survey-based method for cognitive load measurement is presented, and recommendations for deciding on a cognitive load measuring method are given based on this narrative overview on current developments in Cognitive Load measurement.
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Shape distinctness and segmentation benefit learning from realistic visualizations, while dimensionality and perspective play a minor role
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Ethical issues of educational virtual reality
TL;DR: In this paper , a review of the literature and considerations of emerging technologies such as generative artificial intelligence is presented guidelines for the ethically sound utilization of VR and realism, and several suggestions that may help to avoid negative consequences of educational VR use.
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Do concreteness fading and guidance fading aid learning from perceptually rich visualizations? Changes in style lead to more cognitive load and interfere with learning
TL;DR: In this article , the authors investigated the effect of concreteness fading on learning and found that it had no effect on learning, while using guidance fading during testing during testing (realized by increasing the difficulty of the tests over time).
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