| Description: |
This principle calls for reducing the complexity of any type of visualization by eliminating functionality and details that distract from the main concept. When designing a visualization, designers need to carefully consider the sort of feedback students need. To succeed, designers need to analyze both the student repertoire of ideas and the nature of the visualization. Of course, visualizations can also oversimplify and interfere with learning. Visualizations need an optimal level of complexity appropriate for the specific learning goal and target audience. Finding the right balance requires characterization of the repertoire of ideas the target audience holds. In most cases, finding the right level of complexity requires several design and enactment iterations.
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Theoretical background: 
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Foley (2000) showed that addition of colors to the successful heat bars animation (see link to the feature heat flow model above) reduced the effect of the animation. Many animations do not improve learning because they overload learners rather than pinpointing salient information (Morrison et al., 2002). In the case of heat bars, the new information interfered with student interpretation of feedback from the visualization.
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| Tips (Challenges, Limitations, Tradeoffs, Pitfalls): |
Pitfall: Make sure not to over simplify.
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| References (Off-line): |
1) Foley, B. (2000). Visualization tools: Models, representations and knowledge Integration. Unpublished doctoral dissertation, University of California, Berkeley.
2) Morrison, J.B., Tversky, B., & Betrancourt, M. (2002). Animation: Does it facilitate? International Journal of Human-Computer Studies, 57, 247-262.
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| Summary of changes (wiki): |
| Major update to to text |
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History
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