Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations

Abstract

Abstract The use of realistic visualizations has gained considerable interest due to the proliferation of virtual reality equipment. This review is concerned with the theoretical basis, technical implementation, cognitive effects, and educational implications of using realistic visualizations. Realism can be useful for learners, but in several studies, more abstract illustrations have resulted in higher performance. Furthermore, a preference for realistic visualization has been declared as being based on misconceptions regarding the cognitive system. However, we argue that this perspective is unable to fully explain the conflicting results found in the literature. To fill this theoretical gap, we devised a model to describe and compare the various levels of realism found in visualizations. We define realism as a combination of three dimensions: geometry, shading, and rendering. By varying these dimensions, it is possible to create a variety of realistic graphics. Thus, when comparing different visualizations, the realism of each of these three dimensions needs to be considered individually. Based on this technical definition, we introduce a cognitive model of learning with realistic visualizations that includes three different stages: perception, schema construction, and testing. At these three stages, variables such as the perceptual load generated by the visualization, learner characteristics influencing how well details are processed, and test types that demand concrete or flexible representations can affect whether realism fosters or hinders learning. Using the cognitive model presented in this paper, more accurate predictions and recommendations concerning the use of realism can be formulated.