Signaling text–picture relations in multimedia learning: The influence of prior knowledge.

Richter, Juliane; Scheiter, Katharina; Eitel, Alexander

doi:10.1037/edu0000220

Cited by 53 publications

(48 citation statements)

References 56 publications

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“…Ozcelik et al (2009) and Scheiter and Eitel (2015) used spatialcolor schemes reducing the distance between the text and the picture or highlighting the corresponding verbal and non-verbal elements in one color. However, such tools were shown to be effective only for poorly prepared students, but do not influence the results of students with a higher level of training (Kalyuga et al, 2003;Sweller et al, 2003;Kalyuga, 2007;Richter et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

An Eye-Tracking Study of Sketch Processing: Evidence From Russian

2020

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Section: Introductionmentioning

confidence: 99%

An Eye-Tracking Study of Sketch Processing: Evidence From Russian

2020

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“…Thus, similar to the results of the text research, multimedia learning research pointed out an expertise reversal effect (Sweller et al, 2003;Kalyuga, 2014), which states that learners with low prior knowledge are more likely to benefit from the text's adjunct visual representation than learners with high prior knowledge are. Notably, this expertise reversal effect was found in studies on signaling (Spanjers et al, 2011;Richter et al, 2017;Richter and Scheiter, 2019). Moreover, the cognitive-affective theory of multimedia learning (Moreno, 2005(Moreno, , 2006 addressed the question of a link between affect and comprehension.…”

Section: Learning From Text and Picturementioning

confidence: 76%

“…Indeed, the guidance from CRS probably does not improve the generation of inferences beyond the benefits of high text cohesion. Previous research has showed that the generation of inferences is supported by both verbal references in the text and signaled visual references in the picture, both of which were found to support comprehension individually (e.g., McNamara, 2001 ; Richter et al, 2017 ). Therefore, we expected the interaction to be observed only when the generation of inferences was required and not for text-based questions.…”

Section: Introductionmentioning

confidence: 97%

“…Similar to text cohesion, the signaling principle of multimedia learning considers that text–picture integration and thus comprehension can be facilitated by visually elucidating the link between both representations ( van Gog, 2014 ). Numerous studies have showed the positive effect of signaling on comprehension, particularly for learners with little prior knowledge (see Richter et al, 2017 for a review). Hence, changes in the cohesion of the text and the use of signaling between the text and the picture are potentially helpful to struggling readers.…”

Section: Introductionmentioning

confidence: 99%

“…According to the ITPC model ( Schnotz, 2014 ), pictures can be used as guides to comprehend a text. Further, research has showed that the multimedia effect is more salient in learners with low prior knowledge, especially when signaling is used ( Richter et al, 2017 ). Thus, our main prediction was that learners who studied the multimedia material with CRS would perform better than learners who studied the multimedia material without signaling.…”

Section: Introductionmentioning

confidence: 99%

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Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents

2021

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Learning from a text–picture multimedia document is particularly effective if learners can link information within the text and across the verbal and the pictorial representations. The ability to create a mental model successfully and include those implicit links is related to the ability to generate inferences. Text processing research has found that text cohesion facilitates the generation of inferences, and thus text comprehension for learners with poor prior knowledge or reading abilities, but is detrimental for learners with good prior knowledge or reading abilities. Moreover, multimedia research has found a positive effect from adding visual representations to text information, particularly when implementing signaling, which consists of verbal or visual cues designed to guide attention to the pictorial representation of relevant information. We expected that, as with text-only documents, struggling readers would benefit from high text cohesion (Hypothesis 1) and that signaling would foster inference generation as well (Hypothesis 2). Further, we hypothesized that better learning outcomes would be observed when text cohesion was low and signaling was present (Hypothesis 3). Our first experimental study investigated the effect of those two factors (cohesion and signaling) on three levels of comprehension (text based, local inferences, global inferences). Participants were adolescents in prevocational schools (n = 95), where some of the students are struggling readers. The results showed a trend in favor of high cohesion, but with no significant effect, a significant positive effect of cross-representational signaling (CRS) on comprehension from local inferences, and no interaction effect. A second experiment focused on signaling only and attention toward the picture, with collection of eye-tracking data in addition to measures of offline comprehension. As this study was conducted with university students (n = 47), who are expected to have higher reading abilities and thus are less likely to benefit from high cohesion, the material was presented in its low cohesive version. The results showed no effect of conditions on comprehension performances but confirmed differences in processing behaviors. Participants allocated more attention to the pictorial representation in the CRS condition than in the no signaling condition.

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Does active or passive signaling support integration of text and graphs?

Ring

Brahm

Richter

et al. 2021

Applied Cognitive Psychology

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Integrating multiple representations into a coherent mental model is one of the challenges when learning with multimedia. In this experimental study (N = 173), we examined how highlighting corresponding information in text-graph learning material can help higher education students to make the necessary connections and improve learning outcomes in two domains. We compared a control condition to a signaling condition with given highlights and an active signaling condition where students were asked to visually highlight corresponding text and graph information themselves.There was no overall benefit of given signals or active signaling. We discuss prior knowledge and the quality of learner-generated signals as possible explanations.For biology learning material, prior knowledge moderated the effect of active signaling. In economics, the effect of prior knowledge was mediated by the quality of learner-generated correspondences. Our findings suggest that different methods of supporting text-graph integration might be useful for different students and learning material.

show abstract

Signaling text–picture relations in multimedia learning: The influence of prior knowledge.

Cited by 53 publications

References 56 publications

An Eye-Tracking Study of Sketch Processing: Evidence From Russian

An Eye-Tracking Study of Sketch Processing: Evidence From Russian

Cross-Representational Signaling and Cohesion Support Inferential Comprehension of Text–Picture Documents

Does active or passive signaling support integration of text and graphs?

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