The connections project: Art, physics, and mathematics

Chiaverina, Christopher J.; Scott, Cindee; Steele, Patricia

doi:10.1119/1.2344688

Cited by 5 publications

(2 citation statements)

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“…Such an opportunity to draw a link between words and images appeared to improve idiomatic knowledge to a significant extent. The outperformance of the experimental group versus the control group can also be related to the fact that pictures serve as a means to motivate language learners by boosting the attraction of the input materials (Male, 2007) and stimulating their aesthetic visual perception (Chiaverina, Scott, & Steele, 1997).…”

Section: Analyses and Resultsmentioning

confidence: 99%

Let’s Replace Words with Pictures: The Role of Pictures and Spatial Intelligence in Learning English Idioms

Solhi¹,

Rouhi²

2014

TPLS

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Abstract-The present study attempted to explore the effects of spatial intelligence-one of Gardner's (1993) eight intelligences-on learning idiomatic expressions through pictures. To this end, 76 Iranian learners of English were assigned to 2 groups: pictorial and non-pictorial. Both groups were comprised of learners with low, moderate, and high levels of spatial intelligence profile. Put differently, there were three subgroups in each group, totaling 6 subgroups. Groups proved to be homogeneous with regard to their understanding of the idioms in focus. During the treatment period, which lasted for 3 months, 2 sessions a week, the pictorial group received idiomatic expressions along with pictures associated with those idioms while the control group received the idioms with no pictures. An omnibus t-test run on the scores obtained from a posttest demonstrated statistically significant difference between the pictorial and non-pictorial groups in understanding the meaning of idiomatic expressions. Fine-grained analyses including 3 separate t-tests showed that there were no statistically significant differences between the lows and between the moderates in the pictorial and non-pictorial groups. The difference between the highs, however, turned out to reach statistical significance. A one-way ANOVA run on the scores of the 3 subgroups of the pictorial reached statistical difference while the one-way ANOVA run on the scores of the 3 subgroups of the non-pictorial group did not show any significant difference. Viewed generally, the results suggest that learners with higher levels of spatial intelligence would be more privileged to benefit from idiomatic expressions presented along with associated pictures.

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Section: Analyses and Resultsmentioning

confidence: 99%

Let’s Replace Words with Pictures: The Role of Pictures and Spatial Intelligence in Learning English Idioms

Solhi¹,

Rouhi²

2014

TPLS

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“…Some of the studies might have increased the seductive-detail effect through the implementation of other features into nonrelevant pictures, such as anthropomorphic features (e.g., Sung & Mayer, 2012), by drawing more attention toward the included seductive pictures. In some cases, decorative pictures are found to rather support learning through an increase of students' mood, calmness, or alertness (Lenzner et al, 2013); an improvement of attractiveness and situational interest (Male, 2007;Rubens, 2000); or a stimulation of visual aesthetics (Chiaverina, Scott, & Steele, 1997). In addition, decorative pictures are shown to increase learning when instructions are personalized rather than impersonal (Wang & Crooks, 2015).…”

Section: Decorative Pictures In Multimedia Learningmentioning

confidence: 99%

Anthropomorphism in decorative pictures: Benefit or harm for learning?

Schneider

Nebel

Beege

et al. 2018

Journal of Educational Psychology

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When people attribute human characteristics to nonhuman objects they are amenable to anthropomorphism. For example, human faces or the insertion of personalized labels are found to trigger anthropomorphism. Two studies examine the effects of these features when included in decorative pictures in multimedia learning materials. In a first experiment, 81 university students were randomly assigned to 1 cell of a 2 (human faces vs. no faces in pictures) ϫ 2 (personalized vs. nonpersonalized labels of pictures) between-subjects, factorial design. In addition to learning performance, cognitive, motivational, and emotional impacts of anthropomorphism are examined. Results show that both human faces and anthropomorphic labels were able to increase the learning performance on cognitive assessments. However, only human faces were able to influence motivational and emotional ratings significantly. In a second experiment, 108 secondary school students were randomly assigned to 3 groups (anthropomorphized pictures, nonanthropomorphized pictures, and no pictures) in order to evaluate possible advantages of anthropomorphism in decorative pictures in learning materials. Results show again that anthropomorphized pictures are better for learning than nonanthropomorphized pictures and also better than a control group. Results are discussed in the light of a debate on the inclusion or exclusion of decorative pictures. Educational Impact and Implications StatementThis research reveals that incorporating decorative pictures within multimedia materials is beneficial for learning when tendencies of attributing human characteristics are triggered through specific picture features. Both integrated human faces and personalized labels are found to enhance learning performance and improve learners' affect and motivation in contrast to pictures without these features or materials without decorative pictures in 2 experiments. In conclusion, decorative pictures may be used in order to make learning materials more appealing if boundary conditions like the degree of anthropomorphism were taken into account.

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