Can a picture ruin a thousand words? The effects of visual resources in exam questions

Crisp, Victoria; Sweiry, Ezekiel

doi:10.1080/00131880600732249

Cited by 48 publications

(46 citation statements)

References 11 publications

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“…It is often claimed that these illustrations improve the generalization of arithmetic skill. However, one can question whether visual illustrations are beneficial to the learning process itself (Crisp & Sweiry, 2006;Parmar & Signer, 2005;Rasmussen & Bisanz, 2005;Seufert, Jänen, & Brünken, 2007). Using cognitive load theory as a framework, the present study focused on the possible hindering effects of visual context (graphics) on accuracy and speed of solving arithmetic word problems.…”

Section: Introductionmentioning

confidence: 97%

The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load

Berends

Lieshout

2009

Learning and Instruction

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Section: Introductionmentioning

confidence: 97%

The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load

Berends

Lieshout

2009

Learning and Instruction

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“…pictures, diagrams, photographs, and tables), which come to dominate the mental representation due to their salience (Crisp and Sweiry 2006). In the study by Crisp and Sweiry (2006), it is reported that in some cases the visuals can increase the likelihood of students making unhelpful interpretations of an exam question and that students may be led astray by an element in a visual resource that was not intended to be important. The issue of using colours as symbolic representations e.g.…”

Section: The Role Of Visual Representationsmentioning

confidence: 96%

Visual representations of the internet in greek school textbooks and students’ experiences

Spiliotopoulou-Papantoniou

Karatrantou

Panagiotakopoulos

et al. 2008

Educ Inf Technol

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Our research is concerned with the visual representations found in textbooks used for the teaching of the Internet in Greek secondary schools. Visualization, as both the product and the process of creation, interpretation and reflection upon pictures and images, is considered here to be very important, as it is the only way students gain insight into the nature and function of the Internet, its size, complexity and invisibility. Initially, we attempted to analyze and reflect upon school textbooks' visual interpretations of the Internet. A scheme of categories of visual representations has been identified and reveals the characteristics of the textbooks' representations as well as their limitations. Sketch-comics and computer snap-shots are the more popular types of Vrep, although a considerable number of them cannot be characterized as accurate and few of them have an explanatory or complementary function in terms of the content presented in the text. We have also explored the impact on students' readings of two visual representations in one of the textbooks, used without any caption or textual information. The phenomenological aspects of the VRep seem to attract students' attention and create obstacles in conceptualizing the main idea conveyed in both representations, but when the field of ICT is implied and not clearly portrayed in the VRep, students face serious

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“…Based on a study by Saß, Wittwer, Senkbeil and Kö ller (2012), pictures in the stem of test items support the retrieval and application of relevant knowledge and pictures in the answer options increase the correctness in responding. Crisp and Sweiry (2006) highlight that particular features of a query such as diagrams or pictures are especially distinct and can come to regulate the mental representation that is shaped. In consequence, small changes to these salient features of a question may influence how the question is understood.…”

Section: Discussionmentioning

confidence: 99%

Brain Dominance and Test Format: A Case of Vocabulary

Kordjazi

Ghonsooly

2015

JLTR

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Abstract-This research was conducted to investigate the relationship between brain dominance and test format. This relationship was taken into consideration to see whether examinees' hemispheric preferences affect their performance on different vocabulary test formats or not. The research data were collected from a sample of 53 Iranian language learners using the Style of Learning and Thinking (SOLAT) questionnaire, which is a tool that measures the inclination toward the right-, integrated-, and left thinking. The researchers also collected data on students' performance on eighty vocabulary test items with different formats including multiple-choice synonyms, multiple-choice antonyms, word-for-word translation, and picture identification. Statistical analyses revealed that brain dominance is a factor which affects students' performance when taking different vocabulary test items. Right-thinking test-takers outperformed integrated and left-thinking testtakers on the picture identification test. Left-thinking test-takers, on the other hand, outperformed the other respondents on multiple-choice synonyms, multiple-choice antonyms, and word-for-word translation.

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Can a picture ruin a thousand words? The effects of visual resources in exam questions

Cited by 48 publications

References 11 publications

The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load

The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load

Visual representations of the internet in greek school textbooks and students’ experiences

Brain Dominance and Test Format: A Case of Vocabulary

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