By Topic

Dynamic versus static visuals: A case study on undergraduate students in computer science

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$31 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

3 Author(s)
Rias, R.M. ; Fac. of Comput. & Math. Sci., MARA Univ. of Technol. (UiTM) Shah Alam, Shah Alam, Malaysia ; Khadijah Yusof, W. ; Abdul Salam, N.H.

The effects of dynamic and static visualizations in understanding a topic in an undergraduate course were reported. An experimental study with two groups of students totaling 38, investigated the effect of using static graphics and text over dynamic visuals with the same amount of text. For the study, two versions of a computer-based learning on a computer science subject, for the topic of memory management in operating systems were developed and served as a learning material. To test on the effectiveness, students were given a test on recall and transfer of knowledge after studying the learning material. Initial analysis of results indicates no statistical difference between the scores for the two versions and suggests that dynamic visuals, by themselves, do not necessarily improve student understanding.

Published in:

Humanities, Science and Engineering (CHUSER), 2011 IEEE Colloquium on

Date of Conference:

5-6 Dec. 2011