Exploring the effect of animation and progressive revealing on diagrammatic problem solving
We conducted eye-tracking studies of subjects solving the problem of finding shortest paths in a graph using a known procedure (Dijkstra's algorithm). The goal of these studies was to investigate how people reason about and solve graphically presented problems. First, we compared performance when the graphical display was animated to when the display was static. Second, we compared performance when the display was initially sparse, with detailed information being progressively revealed, to when the display presented all information simultaneously. Results suggest that while animation of the procedure or algorithm does not improve accuracy, animation coupled with progressively revealing objects of interest on the display does improve accuracy and other process measures of problem solving.
Challenges for an organizer of modern education can be met with the help of blended learning. There can be many different starting points and motivations for it. One way to arrange blended learning is to realize it using lecture videos alongside with face-to-face teaching. In Master Studies in Mathematical Information Technology at the Kokkola University Consortium Chydenius, the flexibility to participate in education has been increased with the help of lecture videos produced of face-to-face teaching for many years. For each lecture, the students of the degree program can select the best possible way to participate in the education and in a manner that suits to their current life situation. This paper describes a strong video-based practice that has taken root in the masters' program. The paper examines the importance of videos for study participation and considers, from the viewpoint of participation, the changes that videos have brought with them.