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Using pop-up windows to improve multimedia learning.

The aim of the present study is to evaluate the effects on learning of the spatial integration of textual information incorporated into illustrations in the form of pop-up windows that are opened by the user. Three groups of students viewed illustrated texts depicting the functioning of the heart an...

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Published in:Journal of Computer Assisted Learning Vol. 22; no. 2; pp. 137 - 148
Main Authors: Erhel S, Jamet E
Format: pictorial research tables/charts Journal Article
Published: Wiley-Blackwell Apr2006
Online Access:View this record in EBSCOhost
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      dt: Apr2006
      vid: 22
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        106424963
        106424963
        2009141454
        10.1111/j.1365-2729.2006.00165.x
        106424963
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        atl: Using pop-up windows to improve multimedia learning.
      aug:
        au:
          Erhel S
          Jamet E
        affil: Laboratoire de Psychologie Expérimentale, CRPCC, Université Rennes 2 Haute Bretagne, Rennes Cedex, France; severine.erhel@uhb.fr
      sug:
        subj:
          Computer-Assisted Instruction
          Learning Methods
          Multimedia
          Analysis of Variance
          Chi Square Test
          Psychology
          Questionnaires
          Students, College
          Human
      ab: The aim of the present study is to evaluate the effects on learning of the spatial integration of textual information incorporated into illustrations in the form of pop-up windows that are opened by the user. Three groups of students viewed illustrated texts depicting the functioning of the heart and the replication of the AIDS virus either with textual information presented below the picture, with textual information integrated within the picture, or with textual information integrated within the picture with pop-up windows. The results showed that the integrated formats were more effective than the separated format when we tested the retention of textual information, comprehension and the matching of textual elements to the appropriate illustrated elements. Furthermore, they indicated that the group working with pop-up windows performed better than the integrated groups on the retention test for illustrated information as well as when asked to find correct solutions to problems in a comprehension test. Consequently, these findings support the use of pop-up windows in learning with this kind of illustrated explanatory text.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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