How do young adults read directions with and without pictures?

Stone, David E.; Glock, Marvin D.

doi:10.1037/0022-0663.73.3.419

Cited by 82 publications

(56 citation statements)

References 12 publications

(10 reference statements)

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“…These results corroborate previous studies (Bieger & Glock, 1984-85;Booher, 1975;Braby, et al, 1982;Garnier et al, 2000); Heiser et al, 2004;Lowe & Pramono, 2006;Stone & Glock, 1981), which suggest that text format was the least effective method to convey information for novel procedural tasks, such as assembling and operating a novel object. They also confirm the multimedia principle, which purports that instructions that contain words and pictures facilitate better instructions evidenced by superior performance in conditions that had at least one picture in both assembly and operation tasks compared to words alone (Fletcher & Tobias, 2005;Mayer 2005b).…”

Section: Pictures and Arrows As Information For Actionssupporting

confidence: 82%

“…Participants' behaviours were the dependent variables for the study, A task analysis of the assembly and operating procedure was conducted by observing and recording the procedures performed by a technician on the design team and the designer. Instructions were developed from the task analysis and the aid of existing guidelines (Bieger & Glock, 1984-85;Booher, 1975;Braby, Kincaid, & McDaniel, 1982;Dixon, 1982;Hegarty, 1992;Hodgkinson & Hughes, 1982;Horton, 1994;Krull & Sharp, 2006;Kurata & Egenhofer, 2005;Nailen, 1981;Resnick, 1976;Stone & Glock, 1981;Szlichcinski, 1979;Tversky, et al, 2000). Six different instruction manuals were produced to coincide with the six experimental conditions in the study Appendix 1 shows an example of the text format in the first six pages of the manuals.…”

Section: Methodsmentioning

confidence: 99%

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Augmentation of information in educational objects: Effectiveness of arrows and pictures as information for actions in instructional objects

Pekerti

2013

AJET

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The use of information and communication technology (ICT) in education is now central to facilitating links between learners, resources and instructors. Regardless of whether it is used in distance education or educational objects, ICT enables educators to package education opportunities in an increasing number of alternative ways so as best to meet the varying needs of the end user. Currently, one of the challenges that face instructors is to develop materials that enhance the learner-content interaction by reducing extraneous cognitive load while at the same time facilitating learning. This study explored the effectiveness of pictorial information and augmentation in instructions and educational objects. Dual coding theory is used to suggest that information that can be processed via separate but interconnected systems will facilitate faster processing and deeper learning of the information. University students were randomly assigned to six experimental conditions to perform a novel task using six different instruction manuals. A 3 (text, text-pictorial, text-pictorial-arrows) X 2 (picture of object vs. no picture of object) design was used to test whether augmenting text with pictorial information provided additional valuable information in instructional settings. Results partially support this multimedia effect; participants exhibited superior performance in a Text-Pictorial and Text-Pictorial-Arrows format over Text format. A picture of the object also facilitated superior performance on both the assembly and operating tasks, especially in a text format. Overall, combinations of text-pictorial and text-pictorial-arrows facilitated faster assembly and operation; they reduced errors, extra procedures, and unsuccessful assemblies (uncorrected errors). Results also support the idea that arrows convey unique types of information and function. In particular, arrows may attune people to important information and/or convey information movement that guides actions during tasks. Practical implications are discussed in relation to the type of information combinations that may lead to superior instructional design of instructional objects and research, including how to reduce errors of omission.

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Section: Pictures and Arrows As Information For Actionssupporting

confidence: 82%

Section: Methodsmentioning

confidence: 99%

Augmentation of information in educational objects: Effectiveness of arrows and pictures as information for actions in instructional objects

Pekerti

2013

AJET

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“…Empirical studies showed no clear result pattern regarding the preferred order of information extraction. Whereas Hegarty and Just (1993) showed that participants looked first at the verbal information, other studies found initial processing of the pictorial information (Rayner, Rotello, Steward, Keir, & Duffy, 2001;Underwood, Jebbett, & Roberts, 2004;Stone & Glock, 1981) suggesting different (task-dependent) strategies.…”

Section: Processing Of Visual Informationmentioning

confidence: 99%

Integrating information from two pictorial animations: Complexity and cognitive prerequisites influence performance

Huff

Schwan²

2010

Applied Cognitive Psychology

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Dividing visual attention between spatially distinct sources of information could either be beneficial (if there is too much information for a single visualization) or detrimental (if interrelated information has to be mentally re-integrated) for learning. We present a new display technology allowing for the presentation of two distinct animations by avoiding split foci of visual attention: learners are able to switch between animations by moving their head. We examined how 84 naïve learners integrated information in three presentation modes: the "vexingimage" mode displaying two animations, participants being able to switch between them without shifting the visual focus, a classical "split-screen", and an "overlaid" condition. Results showed that reduced complexity led to higher performance. Further, we showed that participants with high mental rotation abilities were best in the "split-screen" mode, whereas participants with low mental rotation abilities benefited most from the "vexing-image". Theoretical and instructional consequences of these findings are discussed.

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“…Mayer's (1997) theory posits that the simultaneous processing of texts and images, and active selection of components from these presentations, are the two primary contributors to multimedia learning advantages. This theory has received repeated empirical supported in the context of both educational (Stone & Glock, 1981;Peeck & Jans, 1987;Mayer, 1989;Mayer & Gallini, 1990;Glenberg & Langston, 1992;Mayer et al, 1996) and cognitive psychology (Gyselinck & Tardieu, 1994;Gyselinck et al, 2002;Brunyé et al, 2006).…”

Section: Multimedia Design Principles and Working Memorymentioning

confidence: 99%

“…While the majority of multimedia research examines the learning effectiveness of complementing texts with images, the converse is relatively under-researched (Stone & Glock, 1981;Gyselinck, 2002;Brunyé et al, 2006); that is, complementing stand-alone images with text, such as commonly seen when labels or short descriptions are placed on maps. Thus, the cognitive impact of systematic variation in labeling and/or graphic detail on maps (or in spatial descriptions) has not been determined.…”

Section: Multimedia Design Principles and Working Memorymentioning

confidence: 99%

Levels of Detail in Descriptions and Depictions of Geographic Space

Brunyé

Taylor

Worboys

2007

Spatial Cognition & Computation

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When navigating, people often rely upon a variety of geographic information sources to guide them to their destinations. These include maps, descriptions, or a combination of these as displayed traditionally on paper or through high-tech (handheld and in-vehicle) navigation devices. Maps provide a graphic representation of an environment and can vary in level of spatial (e.g., granularity) and labeling (e.g., label addition/removal) details. Likewise, written descriptions of an environment also vary in their levels of spatial (e.g., inclusion or exclusion of spatial information) and labeling (e.g., label addition/removal) detail. Importantly, experience within and memory for an environment may change as a function of these variations. The present experiments examine the interactions of spatial and labeling detail in generating and using mental representations of college campuses. The results of four experiments demonstrate that reducing spatial details through graphic generalization can increase memory for verbally presented information. Results additionally demonstrate the importance of balancing spatial and verbal detail in maps and descriptions in correspondence with human working memory constraints. Accordingly, we present a limited model of appropriate spatial and verbal generalization strategies, with particular regard to implementation in geographical positioning devices.

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How do young adults read directions with and without pictures?

Cited by 82 publications

References 12 publications

Augmentation of information in educational objects: Effectiveness of arrows and pictures as information for actions in instructional objects

Augmentation of information in educational objects: Effectiveness of arrows and pictures as information for actions in instructional objects

Integrating information from two pictorial animations: Complexity and cognitive prerequisites influence performance

Levels of Detail in Descriptions and Depictions of Geographic Space

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