The benefits of visual representations that are added to (written or spoken)
words to enhance learning are beyond doubt and have been well-established
throughout educational research in the last two decades. In this regard, the
preceding chapters have introduced and discussed the cognitive foundations
for learning with different kinds of visual representations and the ways
they can be used throughout different learning scenarios. This chapter adds
another aspect to this overall view by addressing when and why dynamic
representations are beneficial for learning and whether they are in any way
superior to static pictures. Moreover, we focus on whether such learning
effects differ with respect to different conditions as well as different learner
characteristics, such as prior knowledge, cognitive style and spatial ability.
We conclude that different visual representations may be more useful in specific
situations; however, using any visual representation is preferable to
none at all.
Original languageEnglish
Title of host publicationLearning through visual displays
EditorsGregory Schraw, Matthew T. McCrudden, Daniel Robinson
Number of pages30
Place of PublicationCharlotte, NC
PublisherInformation Age Publishing
Publication date07.2013
Pages133-163
ISBN (Print)9781623962333
ISBN (Electronic)9781623962357
Publication statusPublished - 07.2013
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToBookAnthology

    Research areas

  • Research in teaching and learning - Visual learning, Cognition, Psychology of Learning

ID: 22365