Using the Cognitive Dimensions framework for analysing cognitive interaction with animated diagrams

This paper explores the use of the Cognitive Dimensions of Notation as an analytical framework for investigating the cognitive effectiveness of animated diagrams for learning about dynamic processes. The concept of cognitive dimensions was found to provide a sound theoretical grounding for investigating the effects of animation on cognition, informing a cognitive model of processing and in highlighting the different cognitive demands of diagrammatic animated representations. Identifying features particular to animation, enabled investigation of their specific effect on cognition, and their trade offs in terms of cognition, e.g. by providing one aspect that is beneficial to cognition may affect another dimension that is then detrimental to cognition. From findings of a series of studies a set of initial cognitive dimensions of animated representations are proposed, and the continued relevance for future cognitive research is discussed.