Concrete vs. Idealized Simulations

The Transfer of Scientific Principles Using Concrete and Idealized Simulations

Goldstone & Son (2005)

What does it mean?

• "Some authors argue that the ideal book format for teaching readers to identify mushrooms is to present actual photographs of specimens. Other authors argue that line drawings are more effective than photographs despite their decreased realism because they can subtly emphasize diagnostic features and reduce variation unrelated to species identification. Our experiment explored the cognitive costs and benefits of concrete and idealized external representations."
  (p. 2)
  

Which scenario is best?

• All concrete?
• All idealized?
• Move from concrete to idealized?
• Move from idealized to concrete?

And the winner is...

• Move from concrete to idealized
• aka “concreteness fading”- the process of successively decreasing the concreteness of a simulation with the intent of eventually attaining a relatively idealized and decontextualized representation that is still clearly connected to the physical situation that it models
  (p. 2)
  

Benefits of Concreteness Fading
"On the one hand, concrete pedagogical materials provide useful and engaging perceptual scaffolding for abstract concepts that would be difficult to convey otherwise.
On the other hand, concrete materials may encourage learners to develop internal representations that are overly literal and tied to specific contexts.
A valuable pedagogical goal is to find instructional methods that combine the perceptual scaffolding provided by concrete materials with the potential for abstract transfer fostered by more idealized materials."
(p. 7)

Recommendations

• Present simulation materials with varied rather than consistent appearances.
• Decide the intended use of simulations before designing them. Your design will change depending on whether you are teaching the nature of a particular domain or application across many domains.
• Use concreteness fading to accomplish the transfer from domain specific learning to application across many domains.
• “Virtually concrete” situations work just as well.
• Computer simulations can help create concrete experiences otherwise not available.
• "They promote an active, hands-on, problem-solving stance by learners." (p. 33)
• (Of course, they must be well designed.)

Creating Armature in Blender

• Blender Video Tutorials

• Official Blender Video Tutorials file
• Blender Rigging Intro Part 1 file
• Blender Rigging Intro Part 2 file
• Blender Rigging Tutorial - Part 3

Static vs. Dynamic Visuals

Static Visuals vs. Dynamic Visuals
Animations are superior to static images.

• They allow complete visulaization of motion rather than using arrows or motion indicators

However...

• People may not process visuals as well as we think they can.

Lewalter's Experimental Study

Rehearsal Strategies

• memorizing, recitation
  

Elaboration Strategies

• tying new info to prior knowledge
  

Control Strategies

• confirming comprehension

Conclusions:
Both static and dynamic visuals are effective, particularly in learning factual information. Dynamic visuals are more effective in problem solving and comprehension.

Animations are superior to static images. They allow complete visulaization of motion rather than using arrows or motion indicators. However, people may not process visuals as well as we think they can. According to Lewalter's Experimental Study, both static and dynamic visuals are effective in teaching and learning, particularly in learning factual information. Dynamic visuals are more effective in problem solving and comprehension.

It seems to me that dynamic visuals are able to create that simulated world that allows students to explore ideas and experiment with theories and possible solutions. Even if the dynamic visuals are not interactive, they allow students a more authentic, concrete experience. When students are not able to experience the real thing first-hand, dynamic visuals can provide a close an alternative.

We want our students to be problem-solvers and to have deep comprehension of concepts we are teaching. When students are learning basic facts, it may be more cost and time effective to use static visuals. Lewalter's study showed these are sufficient for this kind of learning. However, when deeper comprehension is desired, and particularly when problem solving and critical thinking are our educational goals, it may be worth the time and cost to provide a more concrete, dynamic learning experience.