Preprint Review Version 1 Preserved in Portico This version is not peer-reviewed

The Roles of Different Design Techniques in Learning Tactical Scenes of Play through Dynamic Visualizations: A Brief Review

Version 1 : Received: 4 September 2020 / Approved: 5 September 2020 / Online: 5 September 2020 (10:41:11 CEST)

How to cite: Rekik, G.; Belkhir, Y.; Jarraya, M.; Bouzid, M.A.; Chen, Y.; Kuo, C. The Roles of Different Design Techniques in Learning Tactical Scenes of Play through Dynamic Visualizations: A Brief Review. Preprints 2020, 2020090139 (doi: 10.20944/preprints202009.0139.v1). Rekik, G.; Belkhir, Y.; Jarraya, M.; Bouzid, M.A.; Chen, Y.; Kuo, C. The Roles of Different Design Techniques in Learning Tactical Scenes of Play through Dynamic Visualizations: A Brief Review. Preprints 2020, 2020090139 (doi: 10.20944/preprints202009.0139.v1).

Abstract

Dynamic visualizations have been developed to exchange information that transforms over time across a broad range of professional and academic contexts. However, these visual tools may impose substantial demands on the learner’s cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing certain design techniques to manage learner cognitive load without adding any oral/written explanations. This systematic review examined a series of experimental studies assessing the roles of these design techniques in learning tactical scenes of play through dynamic visualizations. Electronic databases PubMed and Google Scholar were used to search relevant articles. Eleven studies were eventually included for the systematic review based on the eligibility criteria. The present review revealed that adapting design techniques to the level of learners’ expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective learning.

Subject Areas

Cognitive load theory; dynamic visualizations; design techniques; learning; team sports

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