Dynamic Visualizations
Martin Merkt, Markus Huff · 2024
The unabated popularity of dynamic visualizations (e.g., videos and animations) as a source of information in educational contexts has amplified the need for theoretically and empirically derived principles to achieve instructional goals considering the restrictions of humans’ cognitive capacity. In particular, learning may be impeded if the cognitive requirements of dynamic learning materials exceed learners’ cognitive capacity. Starting from a broad definition of dynamic visualizations that comprises all visual media that provide transient pieces of information in either a system-paced or user-paced fashion, we describe fundamental challenges and opportunities associated with the use of dynamic visualizations in learning settings. After establishing that dynamic visualizations are particularly suitable to depict changes over time, we discuss the segmenting principle, the signaling principle, and the inclusion of a human-like or human instructor. Whereas both theory and research suggest that segmenting dynamic visualizations and signaling relevant information benefit learning, there is inconclusive evidence on the inclusion of a human instructor. Next to giving a brief overview of general principles that should apply to different types of dynamic visualizations, we briefly outline the dynamic visualizations’ level of realism as a potential boundary condition that warrants instructional designers’ attention.