Supplementing floundering text with adjunct displays

Kiewra, Kenneth A.; Kauffman, Douglas F.; Robinson, Daniel H.; DuBois, Nelson F.; Staley, Richard K.

doi:10.1007/bf00892032

Cited by 37 publications

(42 citation statements)

References 16 publications

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“…The present study investigated the learning potential of text and matrix displays but also examined how other displays-extracted text, outlines, and displays with or without signaling-differentially affect student learning. Although past research has favored matrix displays over text and outline displays (e.g., Kiewra et al 1999;McCrudden et al 2004;Robinson et al 1998), it has not compared these displays with others or fully explained why one display is better than another. Below is a brief description of each of the displays investigated in the present study and its inclusion rationale.…”

Section: Wildcatsmentioning

confidence: 97%

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What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization

Kauffman

Kiewra

2009

Instr Sci

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What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 9 2 design. Students studied a standard text, a text with key ideas extracted, an outline that localized ideas topically, and a matrix that localized ideas topically and categorically. One version of the displays signaled the displays' organization and one version did not. The matrix display proved best for facilitating fact and relationship learning because of its ability to localize related information within topics and categories. Simply signaling or extracting text ideas was not helpful. Experiment 2 demonstrated that not all matrices are created equal because they can vary in terms of how information is localized. About 54 students were assigned randomly to one cell of a 2 9 2 design that varied localization of matrix topics and categories. Students studied matrices high or low in topical organization and high or low in categorical organization. Results confirmed that a high, natural ordering of matrix topics is necessary to highlight relationships and bolster relationship and fact learning.

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Section: Wildcatsmentioning

confidence: 97%

“…Standard text is linear and in paragraph form thereby forcing readers to follow a single processing path: left-to-right and top-to-bottom (Kiewra et al 1999). This linear processing path makes it difficult for readers to locate and understand relationships among facts dispersed throughout the text.…”

Section: Display Characteristicsmentioning

confidence: 99%

What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization

Kauffman

Kiewra

2009

Instr Sci

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“…Of the adjuncts that contain mostly words, spatial adjuncts (e.g., GOs and knowledge maps) are more effective than linear adjuncts (e.g., outlines and lists) for assisting students in learning concept relations (e.g., Alvermann, 1980Alvermann, , 1981Hall, Dansereau, & Skaggs, 1992;Hall & Sidio-Hall, 1994a;Hall & Sidio-Hall, 1994b;Kiewra, Dubois, Christian, & McShane, 1988;Kiewra, Kauffman, Robinson, Dubois, & Staley, 1999;Lambiotte & Dansereau, 1992;Rewey, Dansereau, Dees, Skaggs, & Pitre, 1992;Robinson & Kiewra, 1995;Robinson & Schraw, 1994;Wallace, West, Ware, & Dansereau, 1998;Wiegmann, Dansereau, McCagg, Rewey, & Pitre, 1992). Of the spatial text adjuncts that contain mostly words, there is some evidence that GOs are more effective than knowledge maps when students' goal is to learn concept relations rather than facts (Katayama, Robinson, Kiewra, Dubois, & Jonassen, 2001;Robinson, Robinson, & Katayama, 1999).…”

Section: In Three Experiments We Investigated the Optimal Presentatimentioning

confidence: 99%

Optimal presentation of graphic organizers and text: A case for large bites?

Robinson

Corliss

Bush

et al. 2003

ETR&D

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“…It allows topics to be easily compared along one or more categories (Kauffman and Kiewra 2009;Kiewra et al 1999). Matrices organize by localization, which refers to how close together similar information is placed on a printed page (Larkin and Simon 1987).…”

Section: Matrix Diagramsmentioning

confidence: 99%

How design guides learning from matrix diagrams

2017

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Compared to text, diagrams are superior in their ability to structure and summarize information and to show relations between concepts and ideas. Perceptual cues, like arrows, are expected to improve the retention of diagrams by guiding the learner towards important elements or showing a preferred reading sequence. In our experiment, we analyzed how students studied four different versions of informationally equivalent, but differently organized matrix diagrams on personality disorders. The diagram consisted of four header cells on top and four on the left, organizing the content into 16 body cells around four types of personality disorders and four categories within each type. Arrows connected the cells either from left to right or top-down. Participants were 81 university students. We found that the participants mainly studied the diagram based on the four types of personality disorders and that the arrows did not guide initial reading behavior. A posttest with retention questions showed that the participants performed better on the questions that focused on types than on the questions that focused on categories, regardless of the condition they were in. Our study has shown that in matrix diagrams the conceptual

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Supplementing floundering text with adjunct displays

Cited by 37 publications

References 16 publications

What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization

What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization

Optimal presentation of graphic organizers and text: A case for large bites?

How design guides learning from matrix diagrams

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