Qualitatively different cognitive processing during online reading primed by different study activities

Ponce, Héctor; Mayer, Richard E.

doi:10.1016/j.chb.2013.07.054

Cited by 47 publications

(34 citation statements)

References 21 publications

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“…Results indicated that students who filled in a matrix organizer during learning performed better on subsequent retention and comprehension tests, compared to students who took notes normally. A more recent study by Ponce and Mayer (2014) provides similar support for asking students to complete a matrix organizer when learning about different types of steamboats.…”

Section: Mapping Learning By Mapping Involves Creating An Abstract Smentioning

confidence: 91%

“…Learning for understanding involves building a coherent mental model based on the material's underlying structure (Gentner & Stevens, 1983;Kintsch, 1998;Mayer, 2014;Wittrock, 1990), such as understanding a cause-and-effect system or a hierarchy (Cook & Mayer, 1988). Spatial learning strategies help students represent these structural features by making spatial relations among the material more explicit (Holley & Dansereau, 1984;Pressley, 1990).…”

Section: Spatial Learning Strategiesmentioning

confidence: 99%

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Spontaneous spatial strategy use in learning from scientific text

Fiorella

Mayer

2017

Contemporary Educational Psychology

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Two studies explored the role of the spontaneous use of spatial note-taking strategies (i.e., creating maps and drawings) and spatial ability in learning from a scientific passage. In Study 1, college students read and took notes by hand on a 10-paragraph scientific passage about the human respiratory system. Students tended to use verbal strategies such as lists (on 48% of the paragraphs), outlines (29%) and running text (15%), but also used spatial strategies such as maps (28%) and drawings (11%). Regression analyses indicated that spatial ability and the use of spatial strategies (maps or drawings) significantly predicted learning outcomes, with spatial strategy use explaining additional variance beyond spatial ability. In Study 2, students read the same scientific passage and took notes either by hand on paper (paper group), by hand on a large whiteboard (whiteboard group), or on a laptop computer (computer group). A similar general pattern as Study 1 was found for the paper group, but this pattern was not found for the computer or whiteboard groups, suggesting that the relationships found in Study 1 might depend on the note-taking medium. Results also indicated that students in the paper and whiteboard groups spontaneously used more spatial strategies, whereas the computer group tended to use verbal strategies (i.e., words only), suggesting that different note-taking contexts encourage different strategies.

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Section: Mapping Learning By Mapping Involves Creating An Abstract Smentioning

confidence: 91%

Section: Spatial Learning Strategiesmentioning

confidence: 99%

Spontaneous spatial strategy use in learning from scientific text

Fiorella

Mayer

2017

Contemporary Educational Psychology

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“…Such experiments have shown that the task of developing "effective instruction" maps indeed helps learners to better review what they have learned. Ponce and Mayer (2014a) asked college students to read an onscreen text on the left side of the screen while filling in an onscreen matrix regarding the text on the right side of the screen (the experimental group) or while taking notes in a box on the right side of the screen (the control group). The results indicated that the experimental group performed better than the control group on a set of tests.…”

Section: Underlining and Mapping As Key Strategies To Promote Argumenmentioning

confidence: 99%

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Mochizuki

Nishimori

Tsubakimoto

et al. 2019

Education Tech Research Dev

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This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin's model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text's argument, and linking students' ideas to the text's argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students' use of appropriate reading and writing strategies.

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“…The works by Ponce (2014aPonce ( , 2014b and Liu (2011,2014) compare the differences in behavior of learners faced with the task of reading a text alongside a map. It could be argued that, as a rule, it is likewise unadvisable to draw general conclusions from these publications when applying them to concept maps, as the learners used a combination of text and map reading, which is far more complex than simple map visualization.…”

Section: Studies On Concept Maps Applying Eye Tracking Methodologymentioning

confidence: 99%

Theoretical foundation and literature review of the study of concept maps using eye tracking methodology

Rovira¹

2016

EPI

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Cristòfol Rovira is professor at the Communication Department of the Pompeu Fabra University (UPF). He teaches in journalism and advertising programs, in the Master's Degree in Social Communication (UPF), the Master in Digital Documentation (UPF), the Master in Search Engines (UPF) and Master in Management Digital Content (UB -UPF). His research focuses on search engine optimization, usability, search engine marketing, and on concept maps using eye tracking methodology. AbstractIn this paper, we will be carrying out an in-depth analysis of a series of investigations involving concept maps used in eye tracking methodology. First, the background to this kind of research is analyzed: on the one hand we will focus on generic scientific literature about those concept maps with theoretical foundations in the psychology of learning, and second the literature of eye tracking in teaching and learning will be reviewed. Finally, we will center our attention on the way in which the literature for these two areas overlaps. A total of 15 published works on concept maps using eye tracking were located and subsequently the quality of these papers, their visibility, topics, and results were analyzed. The findings show there are very few published works on this subject, all originated from dispersed sources which proved difficult to locate, despite the fact that eye tracking methodology lends itself perfectly to the study of concept maps. We predict that in coming years there will be many more publications in this field. KeywordsConcept maps; Knowledge maps; Graphic organizer; Node-link maps; Eye tracking; Eye movements; Comprehensive analysis; Bibliography; Literature reviews. ResumenEn este artículo se presentan los resultados de una revisión bibliográfica sobre las investigaciones publicadas hasta la fecha sobre mapas conceptuales aplicando la metodología del seguimiento de la mirada. Se estudian los antecedentes de este tipo de trabajos: por un lado la producción científica genérica sobre mapas conceptuales con bases teóricas en la psicología del aprendizaje y por otro lado la metodología del seguimiento de la mirada aplicada a la investigación sobre la enseñanza y el aprendizaje. Finalmente se concreta en la intersección de ambos tipos de trabajos y se reseñan 15 publicaciones sobre mapas conceptuales usando el seguimiento de la mirada. Se analiza la calidad de estos trabajos, su visibilidad, los temas tratados y los resultados obtenidos. Los conclusiones son que hay pocas publicaciones, dispersas y con poca visibilidad y que el seguimiento de la mirada se aplica de forma poco eficiente. A pesar de estas conclusiones, se constata que la metodología del seguimiento de la mirada se adecua muy bien al estudio de los mapas conceptuales y se pronostica que en los próximos años habrán muchos más trabajos en este campo.Nota: Este artículo puede leerse traducido al español en:

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Qualitatively different cognitive processing during online reading primed by different study activities

Cited by 47 publications

References 21 publications

Spontaneous spatial strategy use in learning from scientific text

Spontaneous spatial strategy use in learning from scientific text

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Theoretical foundation and literature review of the study of concept maps using eye tracking methodology

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