Dual coding theory and education

Clark, James M.; Paivio, Allan

doi:10.1007/bf01320076

Cited by 1,304 publications

(876 citation statements)

References 196 publications

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“…The integrated dual-code hypothesis, adapted from Paivio's (Paivio, 1971(Paivio, , 1990Clark & Paivio, 1991) dual-coding theory, posits that learners can build both visual and verbal modes of mental representation as well as connections between them. 1 Figure 2 presents Paivio's model adapted for describing the relation between verbal explanations and visual animations of how scientific systems work.…”

Section: £Tmentioning

confidence: 99%

Animations need narrations: An experimental test of a dual-coding hypothesis.

Mayer

Anderson²

1991

Journal of Educational Psychology

610

332

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In 2 experiments, mechanically naive college students viewed an animation depicting the operation of a bicycle tire pump that included a verbal description given before (words-beforepictures) or during (words-with-pictures) the animation. The words-with-pictures group outperformed the words-before-pictures group on tests of creative problem solving that involved reasoning about how the pump works. In a follow-up experiment, students in the words-withpictures group performed better on the problem-solving test than students who saw the animation without words (pictures only), heard the words without the animation (words only), or received no training (control). Results support a dual-coding hypothesis (Paivio, 1990) that posits two kinds of connections: representational connections between verbal stimuli and verbal representations and between visual stimuli and visual representations and referential connections between visual and verbal representations.A major goal of science is to provide explanations for how various physical, biological, and social systems work. It follows that a major goal of science education is to help students understand scientific explanations. What constitutes an understandable explanation? How can educators help sciencenaive students to understand scientific explanations? In particular, how can computer-based animations be used to promote scientific understanding? These are the issues addressed in this article.Preliminary information regarding these questions is provided by previous studies on the relation between explanative text, that is, step-by-step descriptions of cause-and-effect actions occurring within a system, and explanative illustrations, that is, frame-by-frame pictures of the cause-and-effect changes occurring within the system, in helping students to understand scientific explanations (Mayer, 1989a(Mayer, , 1989bMayer & Gallini, 1990). Students read passages on topics such as how pumping systems work, how braking systems work, or how electrical generation systems work and then answered creative problem-solving questions such as how to improve or troubleshoot the system. Some students read passages that contained explanative text followed by explanative illustrations (i.e., words before pictures); others read passages that included explanative illustrations with verbal labels corresponding to each step in the explanative text (i.e.,

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Section: £Tmentioning

confidence: 99%

Animations need narrations: An experimental test of a dual-coding hypothesis.

Mayer

Anderson²

1991

Journal of Educational Psychology

610

332

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“…The contiguity principle is derived from a dual coding theory (Clark & Paivio, 1991;Mayer & Anderson, 1991;Paivio, 1971Paivio, , 1990. The theory assumes that humans possess two distinct information-processing systems: one that represents information verbally and one that represents information visually.…”

Section: Contiguity Principlementioning

confidence: 99%

The instructive animation: Helping students build connections between words and pictures in multimedia learning.

Mayer

Anderson²

1992

Journal of Educational Psychology

682

347

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In 2 experiments, students studied an animation depicting the operation of a bicycle tire pump or an automobile braking system, along with concurrent oral narration of the steps in the process (concurrent group), successive presentation of animation and narration (by 4 different methods), animation alone, narration alone, or no instruction (control group). On retention tests, the control group performed more poorly than each of the other groups, which did not differ from one another. On problem-solving tests, the concurrent group performed better than each of the other groups, which did not differ from one another. These results are consistent with a dualcoding model in which retention requires the construction of representational connections and problem solving requires the construction of representational and referential connections. An instructional implication is that pictures and words are most effective when they occur contiguously in time or space.

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“…In the multimedia learning domain, educational psychologists have spent much effort on investigating how to design multimedia learning materials that bring cognitive load benefits for the learner [10,11,17]. Their studies are mainly based on two theoretical foundations [8,17]: dual-channel theory and dual-coding theory.…”

Section: Related Workmentioning

confidence: 99%

“…Multimedia learning studies have demonstrated that the associative processes between verbal and nonverbal systems play major roles in knowledge comprehension and memorization. Therefore, educational materials which contain associated verbal and nonverbal codes normally lead to better performance in comprehension, learning and memorization [11].…”

Section: Related Workmentioning

confidence: 99%

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Modality effects on cognitive load and performance in high-load information presentation

Cao

Theune

Nijholt

2009

Proceedings of the 14th International Conference on Intelligent User Interfaces

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In this study, we argue that modality planning in multimodal presentation systems needs to consider the modality characteristics at not only the presentational level but also the cognitive level, especially in a situation where the information load is high and the user task is time-critical. As a first step towards automatic cognitive-aware modality planning, we integrated the effect of different modalities on cognitive load and performance, using a high-load information presentation scenario. Mainly based on modality-related psychology theories, we selected five modality conditions (text, image, text+image, text+speech, and text+sound) and made hypotheses about their effects on cognitive load. Modality effects were evaluated by two cognitive load measurements and two performance measurements. Results confirmed most of the predicted modality effects, and showed that these effects become significant when the information load and the task demand are high. The findings of this study suggest that it is highly necessary to encode modality-related principles of human cognition into the modality planning procedure for systems that support high-load human-computer interaction.

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Dual coding theory and education

Cited by 1,304 publications

References 196 publications

Animations need narrations: An experimental test of a dual-coding hypothesis.

Animations need narrations: An experimental test of a dual-coding hypothesis.

The instructive animation: Helping students build connections between words and pictures in multimedia learning.

Modality effects on cognitive load and performance in high-load information presentation

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