Learning verbs more effectively through meaning congruent action animations

Hald, Lea A.; Hurk, Marianne van den; Bekkering, Harold

doi:10.1016/j.learninstruc.2015.05.010

Cited by 18 publications

(14 citation statements)

References 43 publications

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“…In particular, compared to children who received still pictures, the children that saw congruent animations performed better on an expressive test of understanding (Hald et al 2015).…”

Section: Dynamic Multimedia Vocabulary Training Methodsmentioning

confidence: 91%

“…To apply the idea that observing movement by others will aid word learning, Hald et al (2015) explored the effectiveness of dynamic visualizations on verb learning in children. In this study, Dutch primary school children (aged 7-8 years old) received one of three different animation training conditions in combination with the verbs they were asked to learn (e.g., chisel).…”

Section: Dynamic Multimedia Vocabulary Training Methodsmentioning

confidence: 99%

“…A follow-up study (Hald et al 2015) varied the information in the context sentence that was presented and found that children learned the greatest number of words when they saw a congruent animation paired with a context sentence that focused on the goal of the action (e.g., chiseling a statue) rather than the actual movement the avatar made (e.g., moving the hands/chisel up and down). The importance of focusing on the goal of an action compared to the actual kinematic movement in order to understand an action is a significant area of research in itself, beyond the scope of this review (see Ondobaka et al 2012).…”

Section: Dynamic Multimedia Vocabulary Training Methodsmentioning

confidence: 99%

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Optimizing Word Learning via Links to Perceptual and Motoric Experience

et al. 2015

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The aim of this review is to consider how current vocabulary training methods could be optimized by considering recent scientific insights in how the brain represents conceptual knowledge. We outline the findings from several methods of vocabulary training. In each case, we consider how taking an embodied cognition perspective could impact word learning. The evidence we review suggests that vocabulary training methods can be optimized by making a congruent link between the words to learn and one's own perceptual and motoric experiences. In particular, we suggest that motoric information about the meaning of a word could be incorporated into more standard vocabulary training methods. Finally, we consider the impact an embodied cognitive perspective may have on other characteristics of word learning, such as individual differences in learning and variations in learning different types of words, for example words from different word classes and words in different contexts.

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“…In particular, compared to children who received still pictures, the children that saw congruent animations performed better on an expressive test of understanding (Hald et al 2015).…”

Section: Dynamic Multimedia Vocabulary Training Methodsmentioning

confidence: 91%

Section: Dynamic Multimedia Vocabulary Training Methodsmentioning

confidence: 99%

Section: Dynamic Multimedia Vocabulary Training Methodsmentioning

confidence: 99%

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Optimizing Word Learning via Links to Perceptual and Motoric Experience

et al. 2015

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“…For instance, a recent study on effects of animations on action word learning (e.g. to chisel, to hoe) in the first language (Hald et al, 2015), included a mismatched animation condition, to control for effects of movements shown in the animations. Results showed that word learning was significantly hampered in the animation condition in which the actions depicted in the animation mismatched the word to be learned compared with when it matched the word to be learned.…”

Section: Multimedia and Coherence Effects In Word Learningmentioning

confidence: 99%

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

et al. 2016

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Research on multimedia learning has shown that learning is hampered when a multimedia message includes extraneous information that is not relevant for the task, because processing the extraneous information uses up scarce attention and working memory resources. However, eye-tracking research suggests that task experience might be a boundary condition for this negative effect of extraneous information on learning, because people seem to learn to ignore task-irrelevant information over time. We therefore hypothesised that extraneous information might no longer hamper learning when it is present over a series of tasks, giving learners the chance to adapt their study strategy. This hypothesis was tested in three experiments. In experiments 1a/1b, participants learned the definitions of new words (from an artificial language) that denoted actions, with matching pictures (same action), mismatching pictures (another action), or without pictures. Mismatching pictures hampered learning compared with matching pictures. Experiment 2 showed that task experience may indeed be a boundary condition to this negative effect on learning: the initial negative effect was no longer present when learners gained experience with the task. This suggests that learners adapted their study strategy, ignoring the mismatching pictures. That hypothesis was tested in experiment 3, using eye tracking. Results showed that attention to the pictures waned with task experience, and that this decrease was stronger for mismatching than for matching pictures. Our findings demonstrate the importance of investigating multimedia effects over time and in relation to study strategies.

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“…In effect, both principles entail that the presentation of extraneous information should be avoided, because it hampers learning compared to instructional materials in which this information has been eliminated. For instance, a negative effect of extraneous information on learning has been shown to occur when multimedia learning materials are enriched with interesting and entertaining information (i.e., seductive details; Harp & Mayer, ; Lehman, Schraw, McCrudden, & Hartly, ; Mayer, Heiser, & Lonn, ; Moreno & Mayer, ; Rey, ; Sanchez & Wiley, ), when information on related systems is presented when learning about a specific system (Mayer, DeLeeuw, & Ayres, ), or when mismatching pictorial information is provided when learning word definitions (De Nooijer, Van Gog, Paas, & Zwaan, ; Hald, Van den Hurk, & Bekkering, ; Rop et al, , ). Moreover, the effect has been demonstrated when text accompanying pictures or animation is presented in both spoken and written form (e.g., Craig, Gholson, & Driscoll, ; Mayer et al, ; but see Mayer & Johnson, ; Yue, Bjork, & Bjork, ), when self‐containing diagrams are accompanied by textual explanations (Bobis, Sweller, & Cooper, ; Chandler & Sweller, ) and when unnecessary details and examples are added to learning materials (e.g., Mayer, Bove, Bryman, Mars, & Tapangco, ; Reder & Anderson, ).…”

Section: Introductionmentioning

confidence: 99%

Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions

Rop

Schüler

Verkoeijen

et al. 2018

Computer Assisted Learning

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The presentation of extraneous (i.e., irrelevant or unnecessary) information may hamper learning with multimedia. The present study examined whether people can learn to ignore unnecessary information with increasing experience with the task and whether this depends on the layout of that information. In two experiments, participants learned about the process of mitosis from a multimedia slideshow, with each slide presenting a combination of expository text and a picture on one of the stages in the process. Slides either contained no unnecessary text (control condition) or unnecessary text (i.e., merely describing the picture) either integrated in the picture (integrated condition) or presented underneath the picture (separated condition). Knowledge about the studied mitosis phase was tested immediately after each slide using a cloze test. Across Experiments 1 and 2, we did not find a reliable negative effect of the unnecessary text on cloze test performance. As a result, the question of whether task experience would reduce or eliminate that negative effect could not be answered. The eye movement data did confirm, however, that participants attended less to the unnecessary information with increasing task experience, suggesting that students can adapt their study strategy and learn to ignore unnecessary information.

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Learning verbs more effectively through meaning congruent action animations

Cited by 18 publications

References 43 publications

Optimizing Word Learning via Links to Perceptual and Motoric Experience

Optimizing Word Learning via Links to Perceptual and Motoric Experience

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions

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