Adjunct aids and signals support online learning from multiple representations

Abstract

To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the form of adjunct aids (i.e. fill-in-the blank tasks) with references to the graphics (e.g. "see Figure X") on retention and understanding. In our study, 106 learners (N) received multimedia instructional materials about the formation of auroras either with or without adjunct aidsthe former with references to graphics (signals), or with none. In line with our hypotheses, adjunct aids with signals led to deeper understanding, as reflected by higher scores in the comprehension test. In contrast, adjunct aids with signals did not lead to higher scores in the retention test. Thus, our results are in line with previous research, showing that instructional support for integrating text and graphics specifically fosters deeper understanding. Possible boundary conditions and implications for future research are discussed.

The richer, the better? Effects of combining seductive and interpretational visuals in computer‐based learning

“…One picture that has been used extensively in multimedia materials depicts how the human circulatory system works, including labels and icons of the heart chambers, vessels and the heart valves, and arrows to show the paths of blood flow (e.g., Zhang & Fiorella, 2019; Zhang & Fiorella, 2021). Another example found in the current literature is the picture describing the magnetic field that surrounds the earth, with a bunch of arrows indicating the electric currents (e.g., Kollmer et al, 2021; Scheiter et al, 2017). As such, interpretational pictures function to support learning of concepts by providing visual and semantic connections that can then serve as memory cues to support recall and transfer (Schneider et al, 2020).…”

The Effectiveness of PBL Assisted by EBM to Increase Students' Conceptual Understanding

“…Students' problem-solving abilities provide knowledge of the consequences of what students know (predict) (Bakhtiari et al, 2020). This ability will ultimately improve students' conceptual understanding (Kollmer et al, 2021).…”