What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization

Abstract

What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 9 2 design. Students studied a standard text, a text with key ideas extracted, an outline that localized ideas topically, and a matrix that localized ideas topically and categorically. One version of the displays signaled the displays' organization and one version did not. The matrix display proved best for facilitating fact and relationship learning because of its ability to localize related information within topics and categories. Simply signaling or extracting text ideas was not helpful. Experiment 2 demonstrated that not all matrices are created equal because they can vary in terms of how information is localized. About 54 students were assigned randomly to one cell of a 2 9 2 design that varied localization of matrix topics and categories. Students studied matrices high or low in topical organization and high or low in categorical organization. Results confirmed that a high, natural ordering of matrix topics is necessary to highlight relationships and bolster relationship and fact learning.

How design guides learning from matrix diagrams

“…In a comparison of different types of representations for collaborative learning, Suthers and Hundhausen (2003) found that students working with matrix diagrams searched for relations between cells more than students working with graph or text. Kauffman and Kiewra (2009) found that localization in matrices bolstered both fact (separate cells) and relationship (combinations of cells) learning. Fig.…”

“…It allows topics to be easily compared along one or more categories (Kauffman and Kiewra 2009;Kiewra et al 1999). Matrices organize by localization, which refers to how close together similar information is placed on a printed page (Larkin and Simon 1987).…”

“…Matrices organize by localization, which refers to how close together similar information is placed on a printed page (Larkin and Simon 1987). Kauffman and Kiewra (2009) distinguish between topical and categorical localization. A matrix diagram typically does both, because it combines topics and categories in a twodimensional structure.…”

The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents

“…These question types, contextualization, sourcing, and corroboration, correspond to Wineburg's (1991) historical thinking heuristics. These participants then received a matrix (Kauffman & Kiewra, 2010;Schraw, 1998) to guide notetaking while reading. Control condition participants also received the matrix to guide notetaking during reading but did not receive any instructions about question types or historical thinking.…”

Differently structured advance organizers lead to different initial schemata and learning outcomes

“…These experiments provided a valuable basis, as they indicated that specifically structured examples can sensitize learners to structural relationships Mayer 1996, 2002;Scheiter and Gerjets 2005). We presented these examples in the form of a matrix on a single page (for the benefits of well-structured matrices, see Kauffman and Kiewra 2009). To emphasize certain key concepts, we also adapted a paradigm used by McDaniel and Einstein (1989) where letter-completion tasks were used to facilitate the processing of individual idea units to complement relational processing.…”