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To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2005.01.006 Byline: Tanja Keller (a), Peter Gerjets (b), Katharina Scheiter (a), Barbel Garsoffky (b) Keywords: Information visualization; Knowledge acquisition; Dimensionality; Color coding Abstract: Information visualizations - interactive graphical representations of large amounts of abstract data which do not have a natural visual representation - have mainly been used to support information retrieval. This article investigates whether information visualizations are also suitable for fostering knowledge acquisition as well as how information visualizations, from a cognitive perspective, have to be designed to be efficient learning tools. An experimental study provided evidence that information visualizations support knowledge acquisition. In addition, with regard to the appropriate design, the empirical results showed that two-dimensional information visualizations are better suited for supporting processes of knowledge acquisition than three-dimensional ones and that color-coded information visualizations slightly increase performance in a knowledge test compared to monochromatic ones. Author Affiliation: (a) University of Tuebingen, Konrad-Adenauer-Street 40, 72072 Tuebingen, Germany (b) Knowledge Media Research Center, Tuebingen, Germany

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2005.01.009 Byline: Katharina Scheiter (a), Peter Gerjets (b), Richard Catrambone (c) Keywords: Problem solving; Skill acquisition; Worked-out examples; Visualizations; Pictures; Animation; Imagery; Cognitive load Abstract: This paper reports on an experiment investigating the effects of different kinds of computer-based visualizations on the acquisition of problem-solving skills in the domain of probability theory. Learners received either purely text-based worked examples, text plus an instruction to mentally imagine the examples' contents, or the possibility of retrieving either static pictures or concrete animations that depicted the problem statement and the problem states achieved by applying a specific solution-step. It could be shown that frequent use of both static pictures and imagining the examples' contents improved performance on isomorphic problems. Frequent use of animations, in contrast, led to substantial increases in learning time and a decrease in performance. Thus, the use of concrete animations to visualize solution procedures was more harmful than helpful for conveying problem-solving skills. Reasons for these outcomes are discussed in the light of cognitive load theory. Author Affiliation: (a) Applied Cognitive Psychology and Media Psychology, Konrad-Adenauer-Strasse 40, University of Tuebingen, 72072 Tuebingen, Germany (b) Knowledge Media Research Center, Tuebingen, Germany (c) Georgia Institute of Technology, Atlanta, GA, USA