The impact of visual imagery vividness in learning dynamic biological processes using visualizations

Abstract

This study focused on the educational impact of displaying kinematic changes in visualizations when learning dynamic biological processes, exploring the influence of vividness of visual imagery and visual cognitive style on the learning effect of dynamic and static visualizations. This study was conducted through an experiment conducted at Dutch high school classes (n=32, Mage = 15.63, SDage = .61, 56.3% male), using dynamic and static visualizations of the electron transport chain. The participants were divided over the two conditions using stratified randomization based on the biology grade, done by the biology teacher to ensure a double-blind design. The experiment included two questionnaires (VVIQ and IDQ-IHS), the intervention video regarding the ETC, and a post-test designed to assess students' comprehension of the spatial and functional aspects of the electron transport chain. Results indicate no significant difference in learning outcomes between the dynamic and static visualization groups. Further, no significant aptitude-treatment interactions were found between vividness, visual cognitive style, and the type of visualization. In sum, this study substantiates the importance of a well-designed visualization that is aligned with students’ prior knowledge and suggests that future research explore alternative cognitive strategies and repeated exposures to dynamic visualizations