Supporting learning from illustrated texts: conceptualizing and evaluating a learning strategy

Abstract

Texts and pictures are often combined in order to improve learning. Many students, however, have difficulty to appropriately process text-picture combinations. We have thus conceptualized a learning strategy which supports learning from illustrated texts. By inducing the processes of information selection, organization, integration, and transformation, the learning strategy should lead to a more elaborated learning. After conducting a pilot study, a main study with 133 sixth-grade students from two different middle schools was carried out in order to analyse the learning effectiveness of the strategy. One group of students learned without the strategy whereas the second group learned with the strategy. All students had to complete a pre-test as well as a post-test which followed the learning period. The learning outcomes of the two groups were then compared: both studies demonstrated that the students who employed the strategy attained significantly better learning results. The effect sizes are medium to large.

Eye-movement modeling of integrative reading of an illustrated text: Effects on processing and learning

“…This finding is substantially in line with previous eye-tracking studies with grade level students, which revealed that longer integrative processing is related to more successful deep learning when reading an illustrated science text . The finding also substantially confirms outcome-focused studies on the effectiveness of teaching reading strategies for an illustrated text to lower secondary school students (Schlag & Ploetzner, 2011).…”

“…We focused on modeling a learning task that entails much more than perceptual processes, that is, learning from words and pictures. According to theoretical models of text and picture comprehension (Mayer, 2009;Schnotz, 2002), as well as outcomefocused (Bartholomé & Bromme, 2009;Schlag & Ploetzner, 2011) and process-focused studies , the integration of verbal and pictorial representations is essential to learning from an illustrated text. In order to foster students' integrative processing, a novel approach was adopted using eye-tracking technology.…”

“…In two outcome-focused studies, sixth graders' selection, organization, and integration processes were supported through the direct verbal presentation of a strategy to be used to learn from text and pictures (Schlag & Ploetzner, 2011). Half the students were provided with written instructions on a worksheet regarding the various steps of the strategy that they had to carry out.…”

The role of student-generated externalizations in strategic multimedia learning and how current (web-)technology fails to support learner engagement

“…In both theories, the processes of information selection, information organization, information transformation, and information integration are regarded as being essential for successful learning from multimedia. Schlag and Ploetzner (2011) have conceptualized a cognitive strategy for learning from illustrated texts. The strategy aims to stimulate, sustain, and support the cognitive processes of information selection, information organization, information integration, and information transformation that are considered to be important for successful learning in Mayer's (2009) Cognitive Theory of Multimedia Learning.…”

“…Schlag & Ploetzner, 2011). In both studies, the learning material and the learning strategy were provided to the students in print.…”