Dynamic Visualization on Student's Performance, Retention and Transfer of Procedural Learning

This study examined the effects of two dynamic visualizations on 60 Malaysian primary school student-s performance (time on task), retention and transference. The independent variables in this study were the two dynamic visualizations, the video and the animated instructions. The dependent variables were the gain score of performance, retention and transference. The results showed that the students in the animation group significantly outperformed the students in the video group in retention. There were no significant differences in terms of gain scores in the performance and transference among the animation and the video groups, although the scores were slightly higher in the animation group compared to the video group. The conclusion of this study is that the animation visualization is superior compared to the video in the retention for a procedural task.

Authors:

• Fauzy M. Wan
• Reem S.A. Baragash

Keywords:

• Dynamic visualization
• Procedural Task
• Retention
• Transference

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Video Group Animation Group
Group1 Time-taken
(Min)
Video
score
Group2 Time-taken
(Min)
Animatio
n score
1 5:00 8 1 6:30 6
2 4:00 14 2 2:20 12
3 3:30 14 3 1:52 12
4 3:00 10 4 1:28 13
5 3:08 12 5 2:01 12
6 3:15 15 6 3:20 15
7 4:00 11 7 5:30 12
8 2:11 9 8 2:45 13
9 4:05 14 9 4:39 10
10 4:05 9 10 6:10 11
11 6:40 11 11 3:50 10
12 5:09 8 12 3:00 13
13 6:02 7 13 3:40 13
14 3:00 13 14 4:00 9
15 4:01 10 15 4:30 8
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