skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: Design principles for molecular animation
Molecular visualization is a powerful way to represent the complex structure of molecules and their higher order assemblies, as well as the dynamics of their interactions. Although conventions for depicting static molecular structures and complexes are now well established and guide the viewer’s attention to specific aspects of structure and function, little attention and design classification has been devoted to how molecular motion is depicted. As we continue to probe and discover how molecules move - including their internal flexibility, conformational changes and dynamic associations with binding partners and environments - we are faced with difficult design challenges that are relevant to molecular visualizations both for the scientific community and students of cell and molecular biology. To facilitate these design decisions, we have identified twelve molecular animation design principles that are important to consider when creating molecular animations. Many of these principles pertain to misconceptions that students have primarily regarding the agency of molecules, while others are derived from visual treatments frequently observed in molecular animations that may promote misconceptions. For each principle, we have created a pair of molecular animations that exemplify the principle by depicting the same content in the presence and absence of that design approach. Although not intended to be prescriptive, we hope this set of design principles can be used by the scientific, education, and scientific visualization communities to facilitate and improve the pedagogical effectiveness of molecular animation.  more » « less
Award ID(s):
1827249
PAR ID:
10615186
Author(s) / Creator(s):
; ;
Editor(s):
Procter, J
Publisher / Repository:
Frontiers
Date Published:
Journal Name:
Frontiers in Bioinformatics
Edition / Version:
1
Volume:
4
ISSN:
2673-7647
Page Range / eLocation ID:
01-08
Subject(s) / Keyword(s):
molecular visualization, science animation, dynamic visualization, molecular motion, science communication, visual complexity, design principles, pedagogy
Format(s):
Medium: X Size: 1.3MB Other: pdf
Size(s):
1.3MB
Sponsoring Org:
National Science Foundation
More Like this
  1. null (Ed.)
    Attitudes Toward and Usage of Animations in an Interactive Textbook for Material and Energy Balances Abstract The concept of active learning or “learning by doing” is applied to animations within an interactive textbook in this contribution. A Material and Energy Balance (MEB) course for undergraduate chemical engineering students has generated large data sets by using an interactive textbook from zyBooks. MEB is a foundational course that includes new terminology, the basic principles of mass and energy conservation, and tools for problem solving. Here, outside of class engagement is measured using student views of multi-step animations that introduce MEB concepts in small chunks. Students usage of the interactive textbook have been logged for several years and reading participation was measured as high as 99% by median. Within the reading participation data are the clicks to start, complete, and re-watch over 100 animations across the book, which has not been explored in detail. This paper addresses research questions specifically related to animations. First, do students complete viewing an interactive animation and what is the rate of re-watch? Next, do certain animations gather re-watch views across several cohorts? Also, what is students’ understanding and attitude about using animations in their engineering education? We will administer pre- and post-surveys to understand students’ interest in chemical engineering as well as animation use. 
    more » « less
  2. In this paper, we introduce a creative pipeline to incorporate physiological and behavioral data from contemporary marine mammal research into data-driven animations, leveraging functionality from industry tools and custom scripts to promote scientific insights, public awareness, and conservation outcomes. Our framework can flexibly transform data describing animals’ orientation, position, heart rate, and swimming stroke rate to control the position, rotation, and behavior of 3D models, to render animations, and to drive data sonification. Additionally, we explore the challenges of unifying disparate datasets gathered by an interdisciplinary team of researchers, and outline our design process for creating meaningful data visualization tools and animations. As part of our pipeline, we clean and process raw acceleration and electrophysiological signals to expedite complex multi-stream data analysis and the identification of critical foraging and escape behaviors. We provide details about four animation projects illustrating marine mammal datasets. These animations, commissioned by scientists to achieve outreach and conservation outcomes, have successfully increased the reach and engagement of the scientific projects they describe. These impactful visualizations help scientists identify behavioral responses to disturbance, increase public awareness of human-caused disturbance, and help build momentum for targeted conservation efforts backed by scientific evidence. 
    more » « less
  3. Interactive textbooks generate big data through student reading participation, including animations, question sets, and auto-graded homework. Animations are multi-step, dynamic visuals with text captions. By dividing new content into smaller chunks of information, student engagement is expected to be high, which aligns with tenets of cognitive load theory. Specifically, students’ clicks are recorded and measure usage, completion, and view time per step and for entire animations. Animation usage data from an interactive textbook for a chemical engineering course in Material and Energy Balances accounts for 60,000 animation views across 140+ unique animations. Data collected across five cohorts between 2016 and 2020 used various metrics to capture animation usage including watch and re-watch rates as well as the length of animation views. Variations in view rate and time were examined across content, parsed by book chapter, and five animation characterizations (Concept, Derivation, Figures and Plots, Physical World, and Spreadsheets). Important findings include: 1) Animation views were at or above 100% for all chapters and cohorts, 2) Median view time varies from 22 s (2-step) to 59 s (6-step) - a reasonable attention span for students and cognitive load, 3) Median view time for animations characterized as Derivation was the longest (40 s) compared to Physical World animations, which resulted in the shortest time (20 s). 
    more » « less
  4. Background: Animations of scientific concepts may improve comprehension by explaining and visualizing the steps of complex processes, but unless they engage student interest in meaningful ways, their effectiveness as teaching tools is limited. We achieve this through a novel approach to animation design that includes the target audience (undergraduates) so that the resultant animations align with their learner characteristics. Objective: This case study investigated whether undergraduate-generated animations were more effective educational tools than informationally equivalent text-and-illustration presentations and whether learners’ background influenced the relative benefits of animations. Method: Incorporating feedback from faculty and undergraduates, we created animations and text-plus-illustration content to explain how neural signals are generated and measured by scalp electrodes. Neuroscience majors and non-majors were presented with either animations or static presentations followed by comprehension and engagement assessments. Results: Both groups showed comprehension and engagement benefits for animations. Although majors showed better overall comprehension, animations improved comprehension for non-majors over static presentations. Conclusion: When educational content is directed for a target audience, animations can be more effective teaching tools for a broader student audience. Teaching Implications: The relevance of online tools for remote instruction makes animations, developed for and by undergraduates, important tools for effectively introducing difficult content. 
    more » « less
  5. Data science tools can help elucidate trends from clickstreams and other interactions generated by students actively using interactive textbooks. Specifically, data generated when using animations, which are multi-step visuals with text captions, will be presented in this work. Each animation step divides content into appropriate chunks, and so aligns with tenets of cognitive load theory. Both the quantity and timing of students’ clicks record provide large data sets when examining students across hundreds of animations and multiple cohorts. Specifically, an interactive textbook for a chemical engineering course in Material and Energy Balances will be examined and build upon data presented previously. While most of the previous data focused on very high reading completion rates (>99% median) compared to traditional textbooks (20-50%), a deeper examination of how long students take when watching animations will be explored. With over 140 unique animations and tens of thousands of completed views over five cohorts, a spectral clustering algorithm applied to students’ animation view times distinguished several types of animation watching behavior as well as monitor changes in this animation watching behavior over the course of a semester. After examining different numbers of clusters, two or three clusters in each chapter captured the animation usage. These clusters usually correspond to a group of students who watched animations at 1x speed (longer), another group who watched at 2x speed (shorter), and a third group, when present, who watched irregularly, including skipping animations. Overall, more students belonged to the belonged to the cluster with longer view times, with 63% of students aggregated over all cohorts and chapters compared to 35% of students in the cluster with shorter view times. The remaining 2% of students belonged to the irregular cluster, which was present in less than one quarter of the chapters. Many students stayed in the same cluster between chapters, while a smaller fraction switched between the longer and shorter clusters. 
    more » « less