Closer analysis of results of empirical studies, similar to those reported above, revealed other factors like topic complexity and learner characteristics, in addition to engagement level with visualization, influences the learning outcome from visualizations.
Thus, our study reinforces the need for instructors to choose an active learning strategy with program and algorithm visualizations dependent on the set of conditions linked to their context like topic complexity and learner characteristic (prior exposure to active learning with visualization, achievement level).
As research has explored the complexity behind learner stimulation and self-directed action, conflicting theories have developed.
The eLDiSt framework is designed primarily as a tool to help story creators in producing engaging digital stories, the framework is based on thirteen storytelling aspects and five levels, and each aspect advances in complexity as the learner's level advances from level one to five.
Factors considered important for skill retention include the duration of retention interval, the quality of the original training, task complexity, and intrinsic learner differences [ 33].
Cognitive load theory postulates three types of cognitive load: (a) intrinsic load is the net result of task complexity and the learner expertise; (b) extraneous load is caused by superfluous processes that do not directly contribute to learning; (c) germane load is accounted by learning processes handling intrinsic cognitive load [ 7].
The understandability of the reasoning process needs to be considered at the time of designing a negotiated learner model in terms of the complexity required and the extent of the reasoning process that can be usefully externalised to the learner.
This requires networked thinking on the part of the learner and increases the learning goals' complexity dramatically.
Depending on the complexity of the learning materials, learners can only store two or three information chunks when processing (organizing, contrasting, and comparing) them.
In another investigative attempt, Yuan and Ellis (2003) examined the impacts of planning time conditions on the complexity, accuracy and fluency of L2 learners' oral production.
In accordance with Jacobson (2001), it is important to investigate how learners understand emerging scientific knowledge and the ideas related to complexity and complex systems of modern science.
