Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures

Reading Research Quarterly

Tornatora

2013

This study investigated the effects of reading a science text illustrated by either a labeled or unlabeled picture. Both the online process of reading the text and the offline conceptual learning from the text were examined. Eye‐tracking methodology was used to trace text and picture processing through indexes of first‐ and second‐pass reading or inspection. Fifty‐six sixth graders were randomly assigned to one of three reading conditions (text with a labeled illustration, text with an unlabeled illustration, or text only) in a pretest, immediate posttest, and delayed posttest design. Results showed no differences for factual knowledge as a function of reading condition. However, for the transfer of knowledge at both posttests, readers of the text with the labeled illustration outperformed readers in the other two conditions, who did not differentiate from each other. Eye‐fixation data showed that the labeled illustration promoted more integrative processing of the learning material, as revealed by the time spent refixating text segments while reinspecting the illustration. In addition, relations emerged between the indexes of integration of text and picture during online processing and the offline measures of factual knowledge and transfer of knowledge. Overall, in accordance with the theoretical assumptions of the multimedia principle, the study underlines the crucial role of integrative processing of words and graphics to sustain learning from illustrated text. Moreover, the study indicates that this integrative processing can be effectively supported by appropriate visual signaling.

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Section: Discussionmentioning

confidence: 91%

Effects of Picture Labeling on Science Text Processing and Learning: Evidence From Eye Movements

Reading Research Quarterly

Tornatora

2013

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“…This outcome can be interpreted with reference to research on students' processing of verbal and pictorial information in multimedia learning. Although instructional pictures may not be well attended by students (Hannus & Hyönä 1999;Mason et al 2013a), the latter believe that visualizations are more easily processed than texts to get a rough idea of the information conveyed (Schroeder et al 2011). No differences in processing emerged for the titles of the webpages either, which were fixated for a substantially similar amount of time.…”

Section: Discussionmentioning

confidence: 96%

Reading information about a scientific phenomenon on webpages varying for reliability: an eye-movement analysis

Education Tech Research Dev

Ariasi

2014

Students search the Web frequently for many purposes, one of which is to search information for academic assignments. Given the huge amount of easily accessible online information, they are required to develop new reading skills and become more able to effectively evaluate the reliability of web sources. This study investigates the distribution of their visual attention while reading webpages using eyetracking methodology. The aim was to examine whether information received differential attention depending on the reliability of the source and whether the individual characteristics of topic-specific prior knowledge and epistemic beliefs moderated their visual behavior during reading. Factual knowledge after reading was also examined. Forty-nine university students read four webpages providing verbal and graphical information about the universal validity of the central dogma of molecular biology, which varied for reliability. Indices of first-pass and second-pass reading or inspection were used to trace the processing of information within each page. Findings revealed that readers made an implicit source evaluation as they spent a longer time inspecting the pictures about the more and less familiar information within the most reliable source during the immediate, more automatic, processing. In addition, topic-specific epistemic beliefs moderated this processing as readers with more availing convictions about knowledge attended more the information provided in pages that required more discernment. Moreover, readers increased their factual knowledge of the topic after reading. Educational implications are outlined.

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“…Nevertheless, research has also indicated that students may pay little attention to illustrations (Cromley, Snyder-Hogan, & Luciw-Dubas, 2010a;Hannus & Hyönä, 1999) and are often under the illusion that they comprehend them (Schroeder et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Eye-movement modeling of integrative reading of an illustrated text: Effects on processing and learning

Contemporary Educational Psychology

Tornatora

2015

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