An Integrated Model of Text and Picture Comprehension

Schnotz, Wolfgang

doi:10.1017/cbo9780511816819.005

Cited by 367 publications

(324 citation statements)

References 30 publications

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“…Current views on learning from multimedia information assume that after being selected and organized, information from different sources is integrated within a mental representation linking the new information with previous knowledge (Mayer, 2005;Schnotz, 2005). These processes occur in working memory and are demanding in terms of cognitive resources.…”

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

“…From a cognitive point of view, Schnotz and colleagues (Schnotz & Rasch, 2005;Schnotz, 2005) described the potential benefits of animation to learning in terms of enabling and facilitating effects. The continuous depiction of changes in animation supports the perceptual and conceptual processing of dynamic information, which would be impossible to achieve for novice learners in the domain (enabling effect) or very demanding from a cognitive resource point of view (facilitating effect).…”

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

“…Research now investigates the cognitive processes involved in processing dynamic visualization and the steps that lead to the comprehension of the content at hand, and ultimately to learning. Usually in multimedia research, learning refers to the construction of a mental model of the spatial, temporal and functional components of the dynamic content (Lowe & Boucheix, 2008;Narayanan & Hegarty, 2002;Schnotz, 2005). While the conditions of its instructional effectiveness are still unclear, the factors that influence the processing of animation have been largely identified.…”

Section: Introductionmentioning

confidence: 99%

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Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

268

159

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Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

Section: Instructional Functions and Cognitive Processing Of Animationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Does animation enhance learning? A meta-analysis

Berney

Bétrancourt

2016

Computers & Education

268

159

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“…Not all images or illustrations give a good result in learning; they can enhance learning only if they are presented in a task-appropriate way that may help in solving future tasks [38]. As a conclusion to what have been studied by researchers on the principles of multimedia learning, the presentation of images or illustrations should be provided using the guidelines, which are presented below.…”

Section: How To Present Images or Illustrations?mentioning

confidence: 99%

Designing an Effective e-Content Development Framework for the Enhancement of Learning Programming

Hamdi

Hamtini

2016

Int. J. Emerg. Technol. Learn.

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Abstract-This article presents an ongoing research project on the development of e-content in relation to the cognitive theory of multimedia learning. Previously, a literature review has been conducted on e-content development models, the cognitive theory of multimedia learning, and the problems encountered while learning computer programming. In this work a new framework is proposed for the development of e-content. An experiment was conducted in the Jubilee Centre for Excellence in Education among (98) secondary school studentsin order to assess the value of a Proposed Framework that uses the Cognitive Theory of Media Learning. The study sample was divided into two groups, One group studied computer programmingusing e-content Based on the Behavior Change Techniques using the Proposed Framework (BPF), and the other group studied computer programming based on e-content that was Not Based on the Proposed Framework (NBPF). The students' performance was assessed by a pre-test grading scale and a post-test and an analysis made using Statistical Package for the Social Sciences (SPSS). The results showed that the students who studied computer programming through BPF achieved better scores than the students who studied computer programming through NBPF. Therefore, applying the cognitive theory of multimedia learning properly at the same conditions, as applied in this study in the educational process will significantly reduce the cognitive overload associated with learning through multimedia elements and improve student achievement.

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“…Por su parte, Schnotz (2002Schnotz ( , 2005 ha propuesto el Modelo Integrado de Comprensión Textual y Pictórica que intenta describir "como las personas comprenden textos y dibujos que se presentan en diferentes modalidades sensoriales" (p.67). Al igual que Mayer, Schnotz adscribe al concepto de codificación dual de Paivio.…”

Section: Multimedia Aprendizaje Multimodal Y Callunclassified

Modelos de aprendizaje multimodal y enseñanza-aprendizaje de lenguas extranjeras

Farías¹,

Obilinovic

Orrego

2010

UTE

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ResumenLa introducción de nuevas tecnologías de información y comunicación (TICs) en el sistema educacional hace evidente la preocupación por los distintos procesos sociocognitivos asociados al manejo y comprensión de los textos llamados multimodales, que tales tecnologías hacen posible. En su desarrollo histórico, la representación del lenguaje como medio de comunicación ha estado centrada en el código escrito. Sin embargo, la llegada de las nuevas TICs ha hecho posible la incorporación de la dimensión visual no plana y la hipertextualidad, lo que ha afectado los contextos de aprendizaje relacionados con el desarrollo de habilidades en un segundo idioma. En este artículo se hace una reseña del estado del arte en torno de la literatura relacionada con el impacto de las tecnologías de información y comunicaciones en el proceso enseñanza-aprendizaje de la (s) lengua (s), con particular acento en los diseños multimodales. En la primera parte se contextualiza la multimodalidad en los modelos sociosemióticos, la psicología cognitiva y CALL y, en la segunda, se abordan los procesos de comprensión y de escritura del discurso escrito desde una perspectiva del aprendizaje multimodal. Finalmente, se plantean algunas posibles implicaciones de los modelos de aprendizaje multimodal para la enseñanza y aprendizaje de lenguas extranjeras.Palabras clave: Aprendizaje multimodal, modelos sociosemióticos, multimedia, comprensión multimodal, adquisición de una segunda lengua. a La elaboración de este artículo ha sido posible con financiamiento del Proyecto DICYT N° 030951FF, USACH.

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An Integrated Model of Text and Picture Comprehension

Cited by 367 publications

References 30 publications

Does animation enhance learning? A meta-analysis

Does animation enhance learning? A meta-analysis

Designing an Effective e-Content Development Framework for the Enhancement of Learning Programming

Modelos de aprendizaje multimodal y enseñanza-aprendizaje de lenguas extranjeras

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