In Experiment 1 ( n = 73), four visualizations with minor variations in the geometry and shading of the model featured in the visualizations were used. In two experimental studies, different versions of anatomical visualizations were compared regarding their effects on retention performance and the subjective cognitive load experienced during learning. Moreover, it is still not precisely known whether there is an optimal level of realism that benefits learners the most. However, the use of realism is still thought to risk a cognitive overload due to excessive details. Realistic visualizations are abundantly used in digital education. Using the cognitive model presented in this paper, more accurate predictions and recommendations concerning the use of realism can be formulated. 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. 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. Thus, when comparing different visualizations, the realism of each of these three dimensions needs to be considered individually. By varying these dimensions, it is possible to create a variety of realistic graphics. We define realism as a combination of three dimensions: geometry, shading, and rendering. To fill this theoretical gap, we devised a model to describe and compare the various levels of realism found in visualizations. However, we argue that this perspective is unable to fully explain the conflicting results found in the literature. Furthermore, a preference for realistic visualization has been declared as being based on misconceptions regarding the cognitive system. Realism can be useful for learners, but in several studies, more abstract illustrations have resulted in higher performance. This review is concerned with the theoretical basis, technical implementation, cognitive effects, and educational implications of using realistic visualizations.
The use of realistic visualizations has gained considerable interest due to the proliferation of virtual reality equipment.
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