Research on Pictures: A Guide to the Literature

Levie, W. Howard

doi:10.1007/978-1-4612-4674-9_1

Cited by 76 publications

(59 citation statements)

References 343 publications

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“…A. Lumsdaine, 1963;Levie & Lentz, 1982;and Levie, 1987). Relevant to the present investigation, research on textbooks' presentation of graphic aids has found that textbooks rarely include an explicit message to readers that it would be advantageous to examine a map or diagram or picture that elaborates the content being discussed.…”

mentioning

confidence: 67%

Good and Poor Readers' Use of Explicitly Cued Graphic Aids

Reinking¹,

Hayes²,

McEneaney³

1988

Journal of Reading Behavior

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This study investigated the effects of explicitly cuing graphic aids in accompanying text. Specifically, the study attempted to determine if various cuing conditions would affect differently good and poor readers' comprehension of the text, attention to graphic aids, and recall of information displayed in graphic aids. Three expository passages each accompanied by two graphic aids were developed. One graphic aid displayed information that was redundant to the text; a second graphic aid displayed information that was non-redundant but related to the text. Good and poor seventh-and eighth-grade readers read these passages under five different conditions. Under one condition no graphic aids accompanied the text. Graphic aids accompanied the text in the remaining conditions that represented four levels of cuing: no cuing, general cuing, specific cuing, and combined cuing. Results of comprehension tests for each passage and a post-experiment graphics test were analyzed using analysis of variance procedures. Major conclusions were that explicit cuing increases attention to graphic aids and recall of information displayed in graphic aids that are redundant to the text. In addition, poor readers' comprehension of illustrated text is improved by explicit cuing of graphic aids.

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mentioning

confidence: 67%

Good and Poor Readers' Use of Explicitly Cued Graphic Aids

Reinking¹,

Hayes²,

McEneaney³

1988

Journal of Reading Behavior

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“…Early research on the cognitive processes involved in learning with visual information has produced empirical studies on the efficacy of visual representations for learning scientific concepts (Arnheim 1969;Levie et al 1987;Winn 1994) and has investigated the comprehension of graphics and pictures (Schnotz and Kulhavy 1994;Willows and Houghton 1987) and how learning scientific information from diagrams, maps, and charts can be more effective than learning from text (Guthrie et al 1993;Hegarty and Just 1993;Kosslyn 1989;Mandl and Levin 1989;Shah and Carpenter 1995;Winn et al 1991). Much of the research in this area has also focused on specific materials, such as charts, graphs, and diagrams (Bertin 1983;Shah and Hoeffner 2002;Winn et al 1991).…”

Section: Visual Perception and Cognitive Processing Of Visual Informamentioning

confidence: 99%

Design factors for educationally effective animations and simulations

2009

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This paper reviews research on learning from dynamic visual representations and offers principles for the design of animations and simulations that assure their educational effectiveness. In addition to established principles, new and revised design principle are presented that have been derived from recent research. Our review focuses on the visual design and interaction design of these visualizations and presents existing research as well as questions for future inquiry.How do animations and simulations have to be designed in order to be educationally effective? This paper will review research on learning from dynamic visualizations and present findings related to visual design and interaction design of animations and simulations. In the past we were limited to images that, once drawn, could not be altered; today we have tools allowing us to view animations, visualizations that play at a constant rate and rigid sequence that cannot be altered by the viewer, and even to manipulate simulations, visualizations that allow viewers to manipulate the rate of the animation, as well as view and review different parts of the display in any sequence (Hegarty 2004) or manipulate parameters of the model underlying the

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“…Matematik okuryazarlığın boyutlarından biri olarak da değerlendirilen "matematiğin tarihsel gelişimi" incelendiğinde matematiğin ortaya (Levie, 1987;Stokes, 2001) ve öğrenmede başarıyı artırdığından (Heinich, Molenda & Russell, 1989); yoğun bir şekilde kullanılmaktadır. Diğer taraftan da borsa veya hava gibi durumları anlatmak için tablo, grafik veya değişik resimler; kara yollarında güvenli seyahatler yapabilmek için sürücülere ve yayalara nasıl davranmaları gerektiğini gösteren trafik işaretleri (İşler, 2002) gibi görseller günlük hayatımızın yoğun bir şeklide içindedir.…”

Section: Introductionunclassified

Development of a Visual Math Literacy Self Efficacy Perception Scale (Vmlseps) for Elementary Students

Bekdemir¹,

Duran²

2012

Ondokuz Mayis Univ. Egitim Fakultesi

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Özet: Bu çalışmanın amacı; ilköğretim öğrencilerinin görsel matematik okuryazarlığı hakkındaki öz-yeterlilik algılarını ölçebilen geçerli, güvenilir, uygulaması ve değerlendirmesi kolay bir ölçek geliştirmektir. Bu amaçla konu ile ilgili kaynaklardan, öğrenci ve uzman görüşlerinden faydalanılarak 5'li Likert tipinde 58 maddelik taslak ölçek hazırlanmıştır. Bu taslak ölçek, 2009-2010 Eğitim-Öğretim yılının ikinci döneminde Doğu Anadolu bölgesinin iki, Karadeniz bölgesinin de bir ilindeki tesadüfi olarak seçilmiş ilköğretim okullarından toplam 428 öğrenciye uygulanmıştır. Elde edilen verilerin analizleri sonucunda 5 li Likert tipinde 38 maddelik ve GMOYÖYAÖ olarak adlandırılan nihai ölçek elde edilmiştir. Yine bu nihai ölçekteki 38 maddenin üç faktör altında toplandığı ve bu faktörlerin açıkladığı toplam varyans oranının %41.81 olduğu bulunmuştur. Ayrıca GMOYÖYAÖ'nün Cronbach-Alfa iç tutarlık katsayısı 0.943 olarak hesaplanmıştır. Sonuç olarak GMOYÖYAÖ'nün ilköğretim öğrencilerinin görsel matematik okuryazarlığı hakkındaki öz yeterlik algılarını tespit edebilecek geçerliğigüvenirliği sağlanmış bir ölçek olduğu söylenebilir.

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Research on Pictures: A Guide to the Literature

Cited by 76 publications

References 343 publications

Good and Poor Readers' Use of Explicitly Cued Graphic Aids

Good and Poor Readers' Use of Explicitly Cued Graphic Aids

Design factors for educationally effective animations and simulations

Development of a Visual Math Literacy Self Efficacy Perception Scale (Vmlseps) for Elementary Students

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