Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions.
Abstract: The presentation of extraneous (i.e., irrelevant or unnecessary) information may hamper learning with multimedia. The present study examined whether people can learn to ignore unnecessary information with increasing experience with the task and whether this depends on the layout of that in...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 4; pp. 458 - 471 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130898739&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130898739 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2018 vid: 34 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 130898739 130898739 130898739 10.1111/jcal.12287 130898739 ppf: 458 ppct: 13 formats: tig: atl: Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. aug: au: Rop, Gertjan Schüler, Anne Verkoeijen, Peter P. J. L. Scheiter, Katharina van Gog, Tamara affil: Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, The Netherlands sug: subj: Learning Methods Germany Multimedia Task Performance and Analysis Human Experimental Studies Eye Movements Data Analysis Software Analysis of Variance Female Male Germany Students, College Germany Reading Evaluation Female Male ab: Abstract: The presentation of extraneous (i.e., irrelevant or unnecessary) information may hamper learning with multimedia. The present study examined whether people can learn to ignore unnecessary information with increasing experience with the task and whether this depends on the layout of that information. In two experiments, participants learned about the process of mitosis from a multimedia slideshow, with each slide presenting a combination of expository text and a picture on one of the stages in the process. Slides either contained no unnecessary text (control condition) or unnecessary text (i.e., merely describing the picture) either integrated in the picture (integrated condition) or presented underneath the picture (separated condition). Knowledge about the studied mitosis phase was tested immediately after each slide using a cloze test. Across Experiments 1 and 2, we did not find a reliable negative effect of the unnecessary text on cloze test performance. As a result, the question of whether task experience would reduce or eliminate that negative effect could not be answered. The eye movement data did confirm, however, that participants attended less to the unnecessary information with increasing task experience, suggesting that students can adapt their study strategy and learn to ignore unnecessary information. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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