Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency

Rasch, Thorsten; Schnotz, Wolfgang

doi:10.1016/j.learninstruc.2009.02.008

Cited by 99 publications

(87 citation statements)

References 30 publications

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“…Furthermore, claims have been made that visual media facilitate recall of information because of how it is represented in the memory, further allowing it to enhance procedural knowledge by integrating new information to prior knowledge (Mayer & Moreno, 2003;Paivio, 1991;Schnotz & Rasch, 2005). Specifically, images have been said to have a facilitating function when it comes to understanding processes, because learners can visually see how the process occurs rather than imagining it through explanation (Lowe, 1999;Sims & Hegarty, 1997;Schnotz & Rasch, 2005;Rasch & Schnotz, 2009;Salomon, 1994;Sweller & Chandler, 1994;van Gog, Ericsson, Rikers, & Paas, 2005). The use of animation creates a greater facilitating function in that unlike static images, it often portrays a specific process with more detail, further freeing cognitive space of the learner (Lowe, 1999;Sims & Hegarty, 1997).…”

Section: Visual Media Theoriesmentioning

confidence: 99%

“…Diverse media delivery plays a role in how the students perceive lectures, and ultimately can affect the students' cognitive processing (Kalyuga, Chandler, & Sweller, 1999;Mayer & Moreno, 2003;Lowe, 1999;Mayer, 2014;Sims & Hegarty, 1997;Rasch & Schnotz, 2009;Schnotz & Rasch, 2005;Sweller, 1999;Sweller et al, 1998;Van Merriënboer, 1997). However, there are conflicting ideas in this area, with some research advocating the use of diverse forms of media to promote germane load, and other research claiming that media diversity can actually be detrimental for the development of germane load.…”

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confidence: 99%

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The Effects of Lecture Diversity on Germane Load

Costley

Lange

2017

IRRODL

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An important aspect of MOOCs is the way students interact with video lectures. Instruction provided through video lectures should focus on ways to increase germane cognitive load, which directly contributes to learning. One approach that may lead to an increase of germane load may be to use video lectures with diverse forms of media, including both auditory and visual aspects of multimedia.This study surveyed a group of students (n = 1602) who participated in MOOC-like courses in South Korea to investigate the relationship between delivery diversity and germane cognitive load.Additionally, the relationships between individual indicators of both audio and visual aspects of multimedia and germane load were examined. Results show a positive relationship between diverse media delivery (auditory, visual, and total media) and germane cognitive load. The implication of these results are important for instructors who wish to promote a better understanding of e-learning materials through the delivery of content by using diverse forms of media.

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Section: Visual Media Theoriesmentioning

confidence: 99%

mentioning

confidence: 99%

The Effects of Lecture Diversity on Germane Load

Costley

Lange

2017

IRRODL

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“…By doing so, the time dimension is added to learning and perception processes are activated according to an arranged "scenario". Dynamic visualization is very suitable for learning difficult and abstract curriculum content (Rasch & Snotz, 2009). …”

Section: Learning From Visual Materialsmentioning

confidence: 99%

Learning from Visual Materials: A Psycho-Didactic Experiment

Svatoš

Maněnová

2017

Acta Technologica Dubnicae

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Abstract:Introduction: The authors consider a book (as a pedagogical text) a traditional and timeless source of knowledge for many different groups of learners. It is a known fact that textbook authors, teachers, researchers, etc. generally pay more attention to the text part of the book than to its visual materials. However, the latter are just as important in understanding the subject matter and its applications as textual information on the topic. Methods: The psycho-didactic experiment described in this paper aims to widen the findings about the perception and understanding of visual parts of textbooks for pupils in their first years of schooling. In the paper, a less-known research method based on eye-tracking is presented. Results:The main results of the research are as follows: According to the findings of the authors, each pupil accepts and understands visual materials individually and this acceptance and understanding of visual materials is influenced by pupils' personality traits. The research also shows that pupils prefer visual materials that depict reality as accurately as possible. Conclusions: The research was designed as a case study which could be used for further research of a similar form.

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“…It is also important to choose an appropriate perceptual format for the display of information corresponding to a perspective that makes the intended semantic deep structure as transparent as possible (cf. Ainsworth & Loizou, 2003;Rasch & Schnotz, 2009;Schnotz & Bannert, 2003). In other words, one has to avoid that perceptually salient but thematically irrelevant features dominate cognition via perception (Lowe, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…In other studies, graphics enhanced comprehension only if the content was visualized in a taskappropriate way. Otherwise, the graphics interfered with the construction of a task-appropriate mental model (Rasch & Schnotz, 2009;Schnotz & Bannert, 2003;Schnotz & Kürschner, 2008). Various scholars have developed design principles for graphics as practical guidelines (Cleveland, 1985;Tufte, 1983Tufte, , 1990Tufte, , 1997Wainer, 1997).…”

Section: Hypotheses Regarding Deep Structure Effectsmentioning

confidence: 99%

Surface and deep structures in graphics comprehension

Schnotz

Baadte²

2014

Mem Cogn

Self Cite

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Comprehension of graphics can be considered as a process of schema-mediated structure mapping from external graphics on internal mental models. Two experiments were conducted to test the hypothesis that graphics possess a perceptible surface structure as well as a semantic deep structure both of which affect mental model construction. The same content was presented to different groups of learners by graphics from different perspectives with different surface structures but the same deep structure. Deep structures were complementary: major features of the learning content in one experiment became minor features in the other experiment, and vice versa. Text was held constant. Participants were asked to read, understand, and memorize the learning material. Furthermore, they were either instructed to process the material from the perspective supported by the graphic or from an alternative perspective, or they received no further instruction. After learning, they were asked to recall the learning content from different perspectives by completing graphs of different formats as accurately as possible. Learners' recall was more accurate if the format of recall was the same as the learning format which indicates surface structure influences. However, participants also showed more accurate recall when they remembered the content from a perspective emphasizing the deep structure, regardless of the graphics format presented before. This included better recall of what they had not seen than of what they really had seen before. That is, deep structure effects overrode surface effects. Depending on context conditions, stimulation of additional cognitive processing by instruction had partially positive and partially negative effects.

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Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency

Cited by 99 publications

References 30 publications

The Effects of Lecture Diversity on Germane Load

The Effects of Lecture Diversity on Germane Load

Learning from Visual Materials: A Psycho-Didactic Experiment

Surface and deep structures in graphics comprehension

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