Human-Centric Chronographics:Making Historical Time Memorable

A series of experiments is described, evaluating user recall of visualisations of historical chronology. Such visualisations are widely created but have not hitherto been evaluated. Users were tested on their ability to learn a sequence of historical events presented in a virtual environment (VE) fly-through visualisation, compared with the learning of equivalent material in other formats that are sequential but lack the 3D spatial aspect. Memorability is a particularly important function of visualisation in education. The measures used during evaluation are enumerated and discussed. The majority of the experiments reported compared three conditions, one using a virtual environment visualisation with a significant spatial element, one using a serial on-screen presentation in PowerPoint, and one using serial presentation on paper. Some aspects were trialled with groups having contrasting prior experience of computers, in the UK and Ukraine. Evidence suggests that a more complex environment including animations and sounds or music, intended to engage users and reinforce memorability, were in fact distracting. Findings are reported in relation to the age of the participants, suggesting that children at 11–14 years benefit less from, or are even disadvantaged by, VE visualisations when compared with 7–9 year olds or undergraduates. Finally, results suggest that VE visualisations offering a ‘landscape’ of information are more memorable than those based on a linear model. Keywords: timeline, chronographics

Do challenge, task experience or computer familiarity influence the learning of historical chronology from virtual environments in 8–9 year old children?

Studies examined the potential use of Virtual Environments (VEs) in teaching historical chronology to 127 children of primary school age (8–9 years). The use of passive fly-through VEs had been found, in an earlier study, to be disadvantageous with this age group when tested for their subsequent ability to place displayed sequential events in correct chronological order. All VEs in the present studies included active challenge, previously shown to enhance learning in older participants. Primary school children in the UK (all frequent computer users) were tested using UK historical materials, but no significant effect was found between three conditions (Paper, PowerPoint and VE) with minimal pre-training. However, excellent (error free) learning occurred when children were allowed greater exploration prior to training in the VE. In Ukraine, with children having much less computer familiarity, training in a VE (depicting Ukrainian history) produced better learning compared to PowerPoint, but no better than in a Paper condition. The results confirmed the benefit of using challenge in a VE with primary age children, but only with adequate prior familiarisation with the medium. Familiarity may reduce working memory load and increase children’s spatial memory capacity for acquiring sequential temporal-spatial information from virtual displays. Keywords: timeline, chronographics