Comparison of Two Cognitive Strategies for Learning from Illustrated Texts

Sabine Schlag, Rolf Ploetzner

2013

Abstract

Learning from illustrated text is often expected to be more beneficial than learning from text alone. Nevertheless, learners often fail to adequately process text-picture-combinations. One option to support learners and foster learning would be to provide them with strategies for learning from text-picture-combinations. Up until now, however, such comprehensive strategies have not been available. We have therefore conceptualized two strategies, based on current models of multimedia learning, for learning from text-picture-combinations. Both strategies aim to enhance the same cognitive processes by encouraging either internal, or internal and external learning activities. An experimental study was conducted to investigate whether sixth-grade students with varying cognitive abilities (high vs. low ability) apply the two strategies differently. Within both levels of ability, learning with the strategy that encourages internal and external learning activities led to superior learning gains. An analysis of think aloud data revealed differences in the quality of the students’ strategy use.

References

  1. Ainsworth, S., Bibby, P., & Wood, D. (2002). Examining the effects of different multiple representational systems in learning primary mathematics. The Journal of the Learning Sciences, 11, 25-61.
  2. Bartholomé, T., & Bromme, R. (2006). Instructional support in learning from text and pictures: Risks and benefits. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments (pp. 47-56). Rotterdam: Sense.
  3. Conrad, W., Eberle, G., Hornke, L., Kierdorf, B., & Nagel, B. (1976). Mannheimer Intelligenztest für Kinder und Jugendliche (MIT-KJ) [Mannheimer intelligence scale for children and teenagers]. Weinheim: Beltz.
  4. Dansereau, D. F., Collins, K. W., McDonald, B. A., Holley, C. D., Garland, J. C., Diekhoff, G., & Evans, S. H. (1979). Development and evaluation of a learning strategy training program. Journal of Educational Psychology, 71, 64-73.
  5. Dean, R. S., & Kulhavy, R. W. (1981). Influence of spatial organization on prose learning. Journal of Educational Psychology, 73, 57-64.
  6. Dornisch, M., Sperling, R. A., & Zeruth, J. A. (2011). The effects of levels of elaboration on learners' strategic processing of text. Instructional Science, 39, 1-26.
  7. Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351- 371.
  8. Kirkley, J. R. (2006). An exploratory study on designing expert and novice scaffolds to support decision making and learning in a set of simulation vignettes. Doctoral Dissertation, Indiana University, Bloomington.
  9. Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363-394.
  10. Klauer, K. J. (2010). Schädliche Interferenzen beim Training hochkomplexer Lernstrategien? [Detrimental interferences during the training of highly complex learning strategies?] Zeitschrift für Pädagogische Psychologie, 24, 235-239.
  11. Kombartzky, U., Ploetzner, R., Schlag, S., & Metz, B. (2010). Developing and evaluating a strategy for learning from animation. Learning and Instruction, 20, 424-433.
  12. Kozma, R.B., & Russel, J. (1997). Multimedia and understanding: Expert and novice responses to different representations in chemical phenomena. Journal of Research in Science Teaching, 34, 949-968.
  13. Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal, 30, 195-232.
  14. Mandl, H., & Friedrich, H. F. (Hrsg.). (2006). Handbuch Lernstrategien [Handbook of learning strategies]. Göttingen: Hogrefe.
  15. Marton, F., & Säljö, R. (1984). Approaches to learning. In F. Marton, D. J. Hounsell & N. Entwistle (Eds.), The experience of learning (pp. 39-58). Edinburgh: Scottish Academic Press.
  16. Mayer, R. E. (1993). Illustrations that instruct. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 4, pp. 253-284). Hillsdale, NJ: Lawrence Erlbaum Associates.
  17. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
  18. Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
  19. Metz, B., & Wichert, A. (2009). Lernen mit illustrierten Texten [Learning with illustrated texts]. In R. Ploetzner, T. Leuders & A. Wichert (Hrsg.), Lernchance Computer - Strategien für das Lernen mit digitalen Medienverbünden [The computer as learning opportunity - Strategies for learning with digital multimedia] (S. 141-161). Münster: Waxmann Verlag.
  20. Microsoft® Encarta® Professional (2002). Microsoft Corporation.
  21. Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and Instruction, 3, 227- 238.
  22. Peeck, J. (1994). Wissenserwerb mit darstellenden Bildern [Knowledge acquisition with illustrated pictures]. In B. Weidenmann (Hg.), Wissenserwerb mit Bildern [Knowledge acquisition with pictures] (S. 59-94). Bern: Huber Verlag.
  23. Quintana, C., Shin, N., Norris, C., & Soloway, E. (2006). Learner-centered design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 119-134). New York: Cambridge University Press.
  24. Ruf, T., & Ploetzner, R. (2012). Interaction design for self-regulated learning with multimedia: Conceptualization and empirical tests. In T. Amiel & B. Wilson (Eds.), Proceedings of the World Conference on Educational Media and Technology (pp. 1390-1395). Chesapeake, VA: Association for the Advancement of Computing in Education.
  25. Schlag, S., Florax, M., & Ploetzner, R. (2007). The use of learning strategies in learning from text and pictures. In T. Hirashima, H.U. Hoppe & S. Shwu-Ching Young (Eds.), Supporting learning flow through integrative technologies: Proceedings of the 15th international conference of computers in education (pp. 331-338). Amsterdam: IOS.
  26. Schlag, S., & Ploetzner, R. (2011). Supporting learning from illustrated texts: Conceptualizing and evaluating a learning strategy. Instructional Science, 39, 921-937.
  27. Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representations. Learning and Instruction, 13, 141-156.
  28. Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning and Instruction, 13, 227-237.
  29. Streblow, L., & Schiefele, U. (2006). Lernstrategien im Studium [Learning strategies in academic studies]. In H. Mandl & H. F. Friedrich (Hrsg.), Handbuch Lernstrategien [Handbook of learning strategies] (S. 352-364). Göttingen: Hogrefe Verlag.
  30. Thomas, E. L., & Robinson, H. A. (1972). Improving reading in every class: A source-book for teachers. Boston, MA: Allyn and Bacon.
  31. Weidenmann, B. (1994). Wissenserwerb mit Bildern [Knowledge acquisition with pictures]. Göttingen: Huber.
  32. Wittrock, M. C. (1990). Generative processes of comprehension. Educational Psychologist, 24, 345- 376.
Download


Paper Citation


in Harvard Style

Schlag S. and Ploetzner R. (2013). Comparison of Two Cognitive Strategies for Learning from Illustrated Texts . In Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-8565-53-2, pages 285-293. DOI: 10.5220/0004324502850293


in Bibtex Style

@conference{csedu13,
author={Sabine Schlag and Rolf Ploetzner},
title={Comparison of Two Cognitive Strategies for Learning from Illustrated Texts},
booktitle={Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2013},
pages={285-293},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0004324502850293},
isbn={978-989-8565-53-2},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Comparison of Two Cognitive Strategies for Learning from Illustrated Texts
SN - 978-989-8565-53-2
AU - Schlag S.
AU - Ploetzner R.
PY - 2013
SP - 285
EP - 293
DO - 10.5220/0004324502850293