Specifying the boundary conditions of the multimedia effect: The influence of content and its distribution between text and pictures

Abstract

It was investigated whether the beneficial effect of picture presentation might be influenced by the content conveyed through text and pictures and the way information is distributed between them. Ninety-nine students learnt in five between-subjects learning conditions (i.e., text with spatial contents plus pictures, text with visual contents plus pictures, only text with spatial contents, only text with visual contents, only picture) about a tourist centre and a holiday farm. Results showed that pictures (i.e., maps) were beneficial for learning if spatial knowledge had to be acquired, but did not support learning when non-spatial, visual knowledge had to be acquired. Furthermore, a high overlap of spatial information in text and picture was helpful, which can be explained by the assumption that learning is a text-guided process. On the other hand, regarding non-spatial visual information, a high text-picture overlap did not influence learning, probably because text alone was sufficient for acquiring visual knowledge. The implications of these findings are discussed.

Investigating text‐picture integration in videos with the multimedia contradiction paradigm

“…There are multiple possible reasons why the learners relied more heavily on the pictorial information in our experiments. First, we created an inconsistency in spatial information, which is more easily grasped from a picture than from verbal information (Larkin & Simon, 1987; Schüler et al, 2019). Second, the critical pictorial information was visible longer than the critical spoken word was audible.…”

“…However, it should be noted that in these studies spatial information was used to induce inconsistencies. As spatial information is grasped more easily from a picture than from text (Larkin & Simon, 1987; Schüler, Pazzaglia, & Scheiter, 2019), this might explain why pictures had a stronger influence on verbal retrieval than the other way around.…”

Orientation Experiences and Navigation Aid Use: A Self-Report Lifespan Study on the Role of Age and Visuospatial Factors

“…Maps have been shown to support the construction of refined spatial mental representations [19,20]. Their use has a positive impact on recall task performance involving reading them before navigating in the new environment [21,22], as well as reading them during navigating [23]. Thus, maps are an effective tool for navigation performance accuracy.…”

An introductory book for coaching athletes with a disability

“…Comparison results at a university show that students at the undergraduate level prefer to use printed books rather than ebooks [22]. But added that for the type of book with the same profile, more ebooks are chosen, while for material that is substantial then the reader prefers printed books [23].…”