The following are characteristics for good visualization materials:
Use graphics for embodiments rather than embellishments
(embodiment).
Allow the user to transform the graphics from one state to other
state(s) when dynamic relationships are involved (transformation).
Keep the figures simple, so that students can focus on the essence of
the ideas (field dependence/independence).
Allow the user to have the control to repeat the illustrated process
over and over (assimilation/accommodation).
Encourage visualization and isolation of each critical variable of
the situation (processing complex data).
Encourage visualizations of the relationships and interactions of any
variables ( of the relationships and interactions of any variables
(processing complex data).
Provide opportunities for and encourage both girls and boys to
participate actively in using conceptual and visualization materials
(gender differences in spatial development).
* Adapted from p. 216, J. L. Flake, C. E. McClintock, & S. V. Turner
(1990).
Fundamentals of Computer Education. 2nd ed. Belmont, CA:
Wadsworth Publishing Company.
