As an instructional material, 3D instructions afford people to learn procedural-manipulative tasks. Observing and emulating motions presented in 3D animations is important in learning contexts. This study examined the effects of visual cueing in an effort to identify the optimal way to present information in a 3D virtual environment. While…

The studies regarding using a cross sectional view of speech organs enriched with attention cueing and written text to probe learners' learning efficiency and behavior through mobile phones is scant. The purpose of this study was to examine whether the presence of attention cueing can benefit learners with different amounts of prior knowledge in…

Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system's movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely intertwined, this paper proposes that the learning effectiveness of dynamic…

This article reviews studies investigating segmentation of dynamic visualizations (i.e., showing dynamic visualizations in pieces with pauses in between) and discusses two not mutually exclusive processes that might underlie the effectiveness of segmentation. First, cognitive activities needed for dealing with the transience of dynamic…

Undergraduates of different levels of ability (IQ) profited differentially from color cueing of instructional materials pertaining to the human heart. Visualization was not equally effective in achievement of different educational objectives (drawing, identification, terminology, and comprehension tests). Delayed retention of material was not…

This study investigates performance differences between reflective and impulsive subjects on a recognition memory task. Results indicate that verbal recognition memory is sensitive to both cognitive style and presentation mode. (JMF)

Experiments were performed to determine the contribution of imagery and semantic factors to the hypermnesia effect (increases in retention over successive recall attempts). Results showed that hypermnesia accompanies meaningful processing regardless of whether verbal or imagery encoding is emphasized. Semantic elaboration increases reminiscence…

While mnemonic systems have been taught and used for hundreds of years, virtually all of the experimental research into such systems has been conducted since 1965. This paper describes four mnemonic systems, all of which rely heavily on visual imagery, and summarizes research conducted on the performance values of each system. The link system, the…

Examined is the effectiveness of three imagery learning strategies (copy, relational, and hierarchical) for acquiring different outcomes when individuals received visual instructional information varying in visual stimulus complexity. The hierarchical strategy was generally more effective in processing the different levels of information than the…

The effects of encoding specificity were evaluated for learners: (1) in a typical classroom group learning environment, (2) receiving an audiovisual presentation on an academic subject, and (3) in a group testing environment. Encoding specificity involves the interaction between the encoding phase of memory or the learning context, the stored…

Maintains that region familiarity is an important prerequisite in the instructional use of cartograms. Cartograms are value-by-area maps that increase or decrease areas in order to illustrate various data (e.g. book reading in the western United States). Discusses necessary cognitive processes for the visualization of data. (MJP)

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…