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Session Type: Symposium
In educational research, a variety of approaches have been developed to support students’ knowledge acquisition with digital learning technologies. Especially within the area of visualization, a huge body of models and theories has been developed to explain and predict learning with these static and dynamic devices in computer-based learning environments. Within this symposium, an analysis of existing approaches, as well as an extension by new empirical research, will be examined. Furthermore, cognitive and emotional issues of interacting with static and dynamic visualizations will be introduced and discussed. Finally, implications about how the research presented here can be used to enhance learning and performance with static and dynamic external graphics will be discussed.
Neil H. Schwartz, California State University - Chico
Stephanie Moser, University of Salzburg
Joerg Zumbach, University of Salzburg
Comparing the Impact of Different Digital Badge Designs on Learning From a School Geometry Game - Jan L. Plass, New York University; Melissa L. Biles, New York University; Bruce Douglas Homer, City University of New York
Visual Demonstrative Evidence in a Mock Jury Setting - Neil Garrett Jacobson, California State University - Chico; Neil H. Schwartz, California State University - Chico; Robert William Danielson, University of Southern California; Marie Lippmann, Dresden University of Technology; Ulrich Ludewig, University Tuebingen; Anna N. Bartel, California State University - Chico
Construction Knowledge From Interactive Visualizations: How Comprehension of Complex Relations Influences Representational Choice - Ulrich Ludewig, University Tuebingen; Erica de Vries, University of Grenoble; Neil H. Schwartz, California State University - Chico; Neil Garrett Jacobson, California State University - Chico; Amy Rae Fox, University of California - San Diego; Savannah Loker, California State University - Chico
Separated and Integrated Formats of Information Presentation in Multimedia Learning and the Expertise Reversal Effect - Joerg Zumbach, University of Salzburg; Stephanie Moser, University of Salzburg; Ines Deibl, University of Salzburg
Video or Text Cases in Problem-Oriented or Direct Instructional Settings for Preservice Teachers? - Jürgen Schneider, Eberhard Karls Universität Tübingen; Marc Kleinknecht, Technische Universität München; Thorsten Bohl, Eberhard-Karls University of Tuebingen; Markus Rehm; Sebastian Kuntze, Ludwigsburg University of Education; Marcus Syring, Tuebingen University