Authors:
Sabine Schlag
1
and
Rolf Ploetzner
2
Affiliations:
1
University of Wuppertal, Germany
;
2
University of Education and Freiburg, Germany
Keyword(s):
Multimedia Learning, Text-picture-Combinations, Learning Strategies, Cognitive Ability, Think Aloud.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
e-Learning
;
Higher Order Thinking Skills
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Pedagogy Enhancement with e-Learning
Abstract:
Learning from illustrated text is often expected to be more beneficial than learning from text alone. Nevertheless, learners often fail to adequately process text-picture-combinations. One option to support learners and foster learning would be to provide them with strategies for learning from text-picture-combinations. Up until now, however, such comprehensive strategies have not been available. We have therefore conceptualized two strategies, based on current models of multimedia learning, for learning from text-picture-combinations. Both strategies aim to enhance the same cognitive processes by encouraging either internal, or internal and external learning activities. An experimental study was conducted to investigate whether sixth-grade students with varying cognitive abilities (high vs. low ability) apply the two strategies differently. Within both levels of ability, learning with the strategy that encourages internal and external learning activities led to superior learning gai
ns. An analysis of think aloud data revealed differences in the quality of the students’ strategy use.
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