Skip to content
Licensed Unlicensed Requires Authentication Published by De Gruyter October 18, 2021

The effects of visual realism and visuospatial abilities on memorizing soccer tactics

  • Hatem Ben Mahfoudh EMAIL logo , Bachir Zoudji and Abdessamad Ait El Cadi

Abstract

Objectives

Dynamic visualizations have become valuable assets in acquiring and improving sports skills. However, their instructional efficiency depends on their design and on learners’ cognitive abilities. Intending to improve learning sessions using these technologies, this study investigates the effects of visual realism and visuospatial abilities (VSA) on the memorization of soccer scenes.

Methods

Twenty-four soccer beginners first performed a multitask VSA test followed by the memorization and reproduction of three dynamic sequences with different levels of realism. An eye-tracking system was used in the memorization phase to record gaze behavior and identify the involved cognitive processes.

Results

Findings revealed that increasing visual realism disrupted learners’ memorization performance and visual processing. Moreover, learners with high-VSA were more efficient in memorizing soccer scenes than those with low-VSA and benefited more from reduced visual realism than low-VSA. Learners’ visual processing revealed that high-VSA were more focused on creating a mental representation of the content whereas low-VSA were rather visually guided when memorizing the scene.

Conclusions

Results imply considering learners’ VSA and adapting presentations’ visual realism to optimize tactical learning among beginners.


Corresponding author: Hatem Ben Mahfoudh, Université Polytechnique Hauts-de-France, EA 2445 – DeVisu – Laboratoire en Design Visuel et Urbain, F-59313, Valenciennes, France; and Université polytechnique des Hauts-de-France, Voirie Communale Université Val Mont Houy, 59300, Famars, France, Phone: +33 03 27 51 1234, E-mail:

References

Barak, M., Ashkar, T., & Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839–e846. https://doi.org/10.1016/j.compedu.2010.10.025.Search in Google Scholar

Battaglia, C., D’Artibale, E., Fiorilli, G., Piazza, M., Tsopani, D., Giombini, A., ⋯ di Cagno, A. (2014). Use of video observation and motor imagery on jumping performance in national rhythmic gymnastics athletes. Human Movement Science, 38, 225–234. https://doi.org/10.1016/j.humov.2014.10.001.Search in Google Scholar

Bavelier, D., & Green, C. S. (2019). Enhancing attentional control: Lessons from action video games. Neuron, 104(1), 147–163. https://doi.org/10.1016/j.neuron.2019.09.031.Search in Google Scholar

Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychological Bulletin, 144(1), 77–110. https://doi.org/10.1037/bul0000130.Search in Google Scholar

Ben Mahfoudh, H., & Zoudji, B. (2020). The role of visuospatial abilities in memorizing animations among soccer players. Journal of Imagery Research in Sport and Physical Activity, 15(1). https://doi.org/10.1515/jirspa-2020-0002.Search in Google Scholar

Ben Mahfoudh, H., & Zoudji, B. (2021). The role of visuospatial abilities and the level of expertise in memorising soccer animations. International Journal of Sport and Exercise Psychology, 1-16. https://doi.org/10.1080/1612197X.2021.1940240.Search in Google Scholar

Berney, S., Bétrancourt, M., Molinari, G., & Hoyek, N. (2015). How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models. Anatomical Sciences Education, 8(5), 452–462. https://doi.org/10.1002/ase.1524.Search in Google Scholar

Brucker, B., Scheiter, K., & Gerjets, P. (2014). Learning with dynamic and static visualizations: Realistic details only benefit learners with high visuospatial abilities. Computers in Human Behavior, 36, 330–339. https://doi.org/10.1016/j.chb.2014.03.077.Search in Google Scholar

Burns, A.-M., Kulpa, R., Durny, A., Spanlang, B., Slater, M., & Multon, F. (2011). Using virtual humans and computer animations to learn complex motor skills: A case study in karate. BIO Web of Conferences, 1, 00012. https://doi.org/10.1051/bioconf/20110100012.Search in Google Scholar

Castro-Alonso, J. C., Ayres, P., Wong, M., & Paas, F. (2019). Visuospatial tests and multimedia learning. In Advances in cognitive load theory (pp. 89–100). New York: Routledge.10.4324/9780429283895-8Search in Google Scholar

Chandler, P., & Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62(2), 233–246. https://doi.org/10.1111/j.2044-8279.1992.tb01017.x.Search in Google Scholar

Chen, Y.-C., & Yang, F.-Y. (2014). Probing the relationship between process of spatial problems solving and science learning: An eye tracking approach. International Journal of Science and Mathematics Education, 12(3), 579–603. https://doi.org/10.1007/s10763-013-9504-y.Search in Google Scholar

Çöltekin, A., Francelet, R., Richter, K.-F., Thoresen, J., & Fabrikant, S. I. (2017). The effects of visual realism, spatial abilities, and competition on performance in map-based route learning in men. Cartography and Geographic Information Science, 45(4), 339–353. https://doi.org/10.1080/15230406.2017.1344569.Search in Google Scholar

Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. New York: Irvington Publishers.Search in Google Scholar

D’oliveira, T. C. (2004). Dynamic spatial ability: An exploratory analysis and a confirmatory study. The International Journal of Aviation Psychology, 14(1), 19–38. https://doi.org/10.1207/s15327108ijap1401_2.Search in Google Scholar

Eisenberg, M. L., & Zacks, J. M. (2016). Ambient and focal visual processing of naturalistic activity. Journal of Vision, 16(2), 5. https://doi.org/10.1167/16.2.5.Search in Google Scholar

Ekstrom, R. B., French, J. W., Harman, H. H., & Dermen, D. (1976). Manual for kit of factor-referenced cognitive tests. Princeton, NJ: Educational Testing Service.Search in Google Scholar

Fischer, M. T., Keim, D. A., & Stein, M. (2019). Video-based analysis of soccer matches. Proceedings of the 2nd international workshop on multimedia content analysis in sports - MMSports ’19. In Proceedings the 2nd international workshop. Nice, France: MM Sports.Search in Google Scholar

Gapin, J., & Herzog, T. (2014). Sailing video-imagery : Impacts on imagery ability. Journal of Imagery Research in Sport and Physical Activity, 9(1), 13–21. https://doi.org/10.1515/jirspa-2012-0002.Search in Google Scholar

Gegenfurtner, A., Lehtinen, E., & Säljö, R. (2011). Expertise differences in the comprehension of visualizations: A meta-analysis of eye-tracking research in professional domains. Educational Psychology Review, 23(4), 523–552. https://doi.org/10.1007/s10648-011-9174-7.Search in Google Scholar

Goldberg, J. H., & Kotval, X. P. (1999). Computer interface evaluation using eye movements: Methods and constructs. International Journal of Industrial Ergonomics, 24(6), 631–645. https://doi.org/10.1016/s0169-8141(98)00068-7.Search in Google Scholar

Hays, T. A. (1996). Spatial abilities and the effects of computer animation on short-term and long-term comprehension. Journal of Educational Computing Research, 14(2), 139–155. https://doi.org/10.2190/60y9-bqg9-80hx-ueml.Search in Google Scholar

Hegarty, M. (2005). Multimedia learning about physical systems. In The Cambridge handbook of multimedia learning (pp. 447–465). Cambridge, England: Cambridge University Press.10.1017/CBO9780511816819.029Search in Google Scholar

Hegarty, M., & Kriz, S. (2008). Effects of knowledge and spatial ability on learning from animation. Learning with animation: Research implications for design (pp. 3–29). Cambridge, England: Cambridge University Press.Search in Google Scholar

Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition and Instruction, 21(4), 209–249. https://doi.org/10.1207/s1532690xci2104_1.Search in Google Scholar

Hegarty, M., & Sims, V. K. (1994). Individual differences in mental animation during mechanical reasoning. Memory & Cognition, 22(4), 411–430. https://doi.org/10.3758/bf03200867.Search in Google Scholar

Hegarty, M., & Waller, D. A. (2005). Individual differences in spatial abilities. In Shah, P., & Miyake, A. (Eds.), The Cambridge Handbook of Visuospatial Thinking (1st ed., pp. 121–169). Cambridge, England: Cambridge University Press.10.1017/CBO9780511610448.005Search in Google Scholar

Helmert, J. R., Joos, M., Pannasch, S., & Velichkovsky, B. M. (2005). Two visual systems and their eye movements: Evidence from static and dynamic scene perception. Proceedings of the Annual Meeting of the Cognitive Science Society, 27(27).Search in Google Scholar

Höffler, T. N. (2010). Spatial ability: Its influence on learning with visualizations—a meta-analytic review. Educational Psychology Review, 22(3), 245–269. https://doi.org/10.1007/s10648-010-9126-7.Search in Google Scholar

Höffler, T. N., & Leutner, D. (2011). The role of spatial ability in learning from instructional animations – evidence for an ability-as-compensator hypothesis. Computers in Human Behavior, 27(1), 209–216. https://doi.org/10.1016/j.chb.2010.07.042.Search in Google Scholar

Hohmann, T., Obelöer, H., Schlapkohl, N., & Raab, M. (2015). Does training with 3D videos improve decision-making in team invasion sports? Journal of Sports Sciences, 34(8), 746–755. https://doi.org/10.1080/02640414.2015.1069380.Search in Google Scholar

Huk, T. (2006). Who benefits from learning with 3D models? The case of spatial ability. Journal of Computer Assisted Learning, 22(6), 392–404. https://doi.org/10.1111/j.1365-2729.2006.00180.x.Search in Google Scholar

Hunt, E., Pellegrino, J. W., Frick, R. W., Farr, S. A., & Alderton, D. (1988). The ability to reason about movement in the visual field. Intelligence, 12(1), 77–100. https://doi.org/10.1016/0160-2896(88)90024-4.Search in Google Scholar

Iacobucci, D., Posavac, S. S., Kardes, F. R., Schneider, M. J., & Popovich, D. L. (2015a). The median split: Robust, refined, and revived. Journal of Consumer Psychology, 25(4), 690–704. https://doi.org/10.1016/j.jcps.2015.06.014.Search in Google Scholar

Iacobucci, D., Posavac, S. S., Kardes, F. R., Schneider, M. J., & Popovich, D. L. (2015b). Toward a more nuanced understanding of the statistical properties of a median split. Journal of Consumer Psychology, 25(4), 652–665.10.1016/j.jcps.2014.12.002Search in Google Scholar

Ida, H., Fukuhara, K., & Ishii, M. (2012). Recognition of tennis serve performed by a digital player : Comparison among polygon, shadow, and stick-figure models. PLoS One, 7(3), e33879. https://doi.org/10.1371/journal.pone.0033879.Search in Google Scholar

Kalyuga, S. (2009). The expertise reversal effect. In Managing Cognitive Load in Adaptive Multimedia Learning (pp. 58–80). Hershey, New York: IGI Global.10.4018/978-1-60566-048-6.ch003Search in Google Scholar

Khacharem, A., Zoudji, B., & Kalyuga, S. (2014). Expertise reversal for different forms of instructional designs in dynamic visual representations. British Journal of Educational Technology, 46(4), 756–767. https://doi.org/10.1111/bjet.12167.Search in Google Scholar

Kittel, A., Larkin, P., Elsworthy, N., & Spittle, M. (2019). Video-based testing in sporting officials: A systematic review. Psychology of Sport and Exercise, 43, 261–270. https://doi.org/10.1016/j.psychsport.2019.03.013.Search in Google Scholar

Lai, M.-L., Tsai, M.-J., Yang, F.-Y., Hsu, C.-Y., Liu, T.-C., Lee, S. W.-Y., ⋯ Tsai, C.-C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90–115. https://doi.org/10.1016/j.edurev.2013.10.001.Search in Google Scholar

Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56(6), 1479. https://doi.org/10.2307/1130467.Search in Google Scholar

Lohman, D. F. (1979). Spatial ability: A review and reanalysis of the correlational literature (No. TR-8). Stanford: Stanford Univ Calif School of Education.Search in Google Scholar

Lopes, A., Pires, B., Cardoso, M., Santos, A., Peixinho, F., Sequeira, P., ⋯ Foguet, O. C. (2009). Use of a virtual world system in sports coach education for reproducing team handball movements. Journal For Virtual Worlds Research, 2(1). https://doi.org/10.4101/jvwr.v2i1.399.Search in Google Scholar

Lowe, R. K., & Schnotz, W. (2014). Animation principles in multimedia learning. In R. Mayer (Ed), The Cambridge handbook of multimedia learning (pp. 513–546). Cambridge University Press.10.1017/CBO9781139547369.026Search in Google Scholar

Lucas, T. (2019). Exploring the effect of realism at the cognitive stage of complex motor skill learning. E-Learning and Digital Media, 16(4), 242–266. https://doi.org/10.1177/2042753019835893.Search in Google Scholar

Mayer, R. E. (2010). Unique contributions of eye-tracking research to the study of learning with graphics. Learning and Instruction, 20(2), 167–171. https://doi.org/10.1016/j.learninstruc.2009.02.012.Search in Google Scholar

Miles, H. C., Pop, S. R., Watt, S. J., Lawrence, G. P., & John, N. W. (2012). A review of virtual environments for training in ball sports. Computers & Graphics, 36(6), 714–726. https://doi.org/10.1016/j.cag.2012.04.007.Search in Google Scholar

Murgia, M., Sors, F., Muroni, A. F., Santoro, I., Prpic, V., Galmonte, A., & Agostini, T. (2014). Using perceptual home-training to improve anticipation skills of soccer goalkeepers. Psychology of Sport and Exercise, 15(6), 642–648. https://doi.org/10.1016/j.psychsport.2014.07.009.Search in Google Scholar

Negi, S., & Mitra, R. (2020). Fixation duration and the learning process: An eye tracking study with subtitled videos. Journal of Eye Movement Research, 13(6). https://doi.org/10.16910/jemr.13.6.1.Search in Google Scholar

Norouzi, E., Hossini, R. N. S., Afroozeh, M. S., Vaezmosavi, M., Gerber, M., Puehse, U., & Brand, S. (2019). Examining the effectiveness of a PETTLEP imagery intervention on the football skill performance of Novice athletes. Journal of Imagery Research in Sport and Physical Activity, 14(1), 1–10. https://doi.org/10.1515/jirspa-2018-0010.Search in Google Scholar

Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122–133. https://doi.org/10.1037/0022-0663.86.1.122.Search in Google Scholar

Park, B., Korbach, A., & Brünken, R. (2015). Do learner characteristics moderate the seductive-details-effect? A cognitive-load-study using eye-tracking. Journal of Educational Technology & Society, 18(4), 24–36.Search in Google Scholar

Piaget, J., & Inhelder, B. (1956). The child’s conception of space. London: Routledge & Kegan Paul.Search in Google Scholar

Poplu, G., Ripoll, H., Mavromatis, S., & Baratgin, J. (2008). How do expert soccer players encode visual information to make decisions in simulated game situations? Research Quarterly for Exercise & Sport, 79(3), 392–398. https://doi.org/10.1080/02701367.2008.10599503.Search in Google Scholar

Put, K., Wagemans, J., Spitz, J., Williams, A. M., & Helsen, W. F. (2016). Using web-based training to enhance perceptual-cognitive skills in complex dynamic offside events. Journal of Sports Sciences, 34(2), 181–189. https://doi.org/10.1080/02640414.2015.1045926.Search in Google Scholar

Roach, V. A., Fraser, G. M., Kryklywy, J. H., Mitchell, D. G. V., & Wilson, T. D. (2017). Different perspectives : Spatial ability influences where individuals look on a timed spatial test: Spatial Ability Influences Timed Test Performance. Anatomical Sciences Education, 10(3), 224–234. https://doi.org/10.1002/ase.1654.Search in Google Scholar

Salminen, J., Jansen, B. J., An, J., Jung, S.-G., Nielsen, L., & Kwak, H. (2018). Fixation and confusion. In Proceedings of the 2018 conference on human information interaction & retrieval - CHIIR ’18. The 2018 Conference. New Jersey, USA: ACM Press.10.1145/3176349.3176391Search in Google Scholar

Schnotz, W., & Lowe, R. K. (2008). A unified view of learning from animated and static graphics. Learning with Animation: Research Implications for Design, 20, 304–356.Search in Google Scholar

Schorer, J., Schapschröer, M., Fischer, L., Habben, J., & Baker, J. (2018). An augmented perceptual-cognitive intervention using a pattern recall paradigm with junior soccer players. Frontiers in Psychology, 9, 1260. https://doi.org/10.3389/fpsyg.2018.01260.Search in Google Scholar

Sechrest, L., & Yeaton, W. H. (1982). Magnitudes of experimental effects in social science research. Evaluation Review, 6(5), 579–600. https://doi.org/10.1177/0193841X8200600501.Search in Google Scholar

Smeeton, N. J., Ward, P., & Williams, A. M. (2004). Do pattern recognition skills transfer across sports? A preliminary analysis. Journal of Sports Sciences, 22(2), 205–213. https://doi.org/10.1080/02640410310001641494.Search in Google Scholar

Spence, I., & Feng, J. (2010). Video games and spatial cognition. Review of General Psychology, 14(2), 92–104. https://doi.org/10.1037/a0019491.Search in Google Scholar

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5.Search in Google Scholar

Tuovinen, J. E., & Paas, F. (2004). Exploring multidimensional approaches to the efficiency of instructional conditions. Instructional Science, 32(1/2), 133–152. https://doi.org/10.1023/b:truc.0000021813.24669.62.10.1023/B:TRUC.0000021813.24669.62Search in Google Scholar

Türkay, S. (2016). The effects of whiteboard animations on retention and subjective experiences when learning advanced physics topics. Computers & Education, 98, 102–114. https://doi.org/10.1016/j.compedu.2016.03.004.Search in Google Scholar

Vandenberg, S. G., & Kuse, A. R. (1978). Mental rotations, a group test of three-dimensional spatial visualization. Perceptual & Motor Skills, 47(2), 599–604. https://doi.org/10.2466/pms.1978.47.2.599.Search in Google Scholar

Westerman, S. J., Collins, J., & Cribbin, T. (2005). Browsing a document collection represented in two- and three-dimensional virtual information space. International Journal of Human-Computer Studies, 62(6), 713–736. https://doi.org/10.1016/j.ijhcs.2005.02.001.Search in Google Scholar

Received: 2021-04-16
Accepted: 2021-09-30
Published Online: 2021-10-18

© 2021 Walter de Gruyter GmbH, Berlin/Boston

Downloaded on 1.4.2023 from https://www.degruyter.com/document/doi/10.1515/jirspa-2021-0007/html
Scroll to top button