Cognitive Analysis of Dynamic Educational Presentation with Writing Process

Abstract

This paper describes three cognitive experiments to investigate qualitative analysis of dynamic presentation with writing process like chalkboard. Characteristics, differences and impact of presented information perception in presentation with the writing process and static image are investigated. Our experiments results show that presentation with writing process can be useful presentation for difficult questions because it encourages to gaze process carefully, and that presentation with static image can be useful for easy questions because it advocates individual interpretation. We also supported the possibility that presentation speed is one of crucial factors for understanding and optimal presentation speed exists.