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Research and Practice in Technology Enhanced Learning
Fig. 6 | Research and Practice in Technology Enhanced Learning

Fig. 6

From: Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

Fig. 6

The summative navigation behavior of the VB group (top) and the VA group (bottom). Numbers represent the steps on the survey. Steps 1 and 2 are background information items; DCV is the step where students view the visualization. The five osmosis assessment scenarios correspond to steps 3.1–3.5. The white line represents the normal-order sequence. The red line represents the jump-back sequence. The yellow line represents the normal-jump sequence. The size of the node is proportional to the frequencies for the particular step that is visited by respondents

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