Utilization of Illustrations during Learning of Science Textbook Passages among Low- and High-Ability Children

Hannus, Matti; Hyönä, Jukka

doi:10.1006/ceps.1998.0987

Cited by 245 publications

(189 citation statements)

References 22 publications

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“…This finding is in contrast to previous studies providing empirical evidence for moderating effects (e.g. Hannus & Hyönä, 1999;Harber, 1983). The absence of a moderating effect in our study might be explained by the fact that the students were quite homogeneous in their scientific and reading abilities.…”

Section: Discussioncontrasting

confidence: 99%

“…However, whether pictures positively or negatively affect learning of primary school children is unclear. For example, Hannus and Hyönä (1999) found that pictures were more beneficial for children with higher abilities than for children with lower abilities (see also Harber, 1983). This result was explained by the fact that children with higher abilities more systematically processed the pictorial and textual information than children with lower abilities did.…”

Section: Characteristics Of Test Personsmentioning

confidence: 96%

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Pictures in Test Items: Effects on Response Time and Response Correctness

Saß

Wittwer

Senkbeil

et al. 2011

Applied Cognitive Psychology

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Although pictures are often added to text in items of educational tests, little is known about their influence on item solving. Therefore, we conducted an experiment in which we examined how pictures affected item solving. A total of N = 158 fourth-grade students completed a physics knowledge test under one of six experimental conditions. The experimental conditions varied according to whether or not pictures were presented in the stem and in the answer options of the test items. The results showed that pictures in the stem and in the answer options increased the correctness with which students responded to the test items. This was particularly true for test items that required the application of relationships. In addition, response time was reduced when pictures were added to the answer options of the test items. Hence, pictures are an important feature of test items that produce changes in item processing.

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Section: Discussioncontrasting

confidence: 99%

Section: Characteristics Of Test Personsmentioning

confidence: 96%

Pictures in Test Items: Effects on Response Time and Response Correctness

Saß

Wittwer

Senkbeil

et al. 2011

Applied Cognitive Psychology

View full text Add to dashboard Cite

show abstract

“…Proponents of children's literature have long argued that images are a crucial part of the text (Genette, 1997;Golden & Gerber, 1990;Higgonet, 1990), and research has suggested that children use verbal and visual information to construct meaning (Duckett, 2001;Hannus & Hyönä, 1999;. This study, through the use of both oral reading and eye tracking, not only documents that children make use of the relationship between the verbal and visual texts, but also helps to clarify factors that influence children's use of images.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Hannus and Hyönä (1999) examined the use of illustrations in science textbook material. Their results showed that both high and low ability students (age 10) used the illustrations but in limited ways.…”

Section: Children's Use Of Images During Readingmentioning

confidence: 99%

Exploring Young Children’s Use of Illustrations in a Picturebook

Feathers

Arya

2015

L & L

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Using analysis of oral reading and eye movements, this study examined how third grade children used visual information as they orally read either the original or the adapted version of a picturebook. Eye tracking was examined to identify when and why students focused on images as well as what they looked at in the images. Results document children's deliberate use of images and point to the important role of images in text processing. The content of images, availability and placement of text and images on a page, and children's personal strategies affected the use of images.

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“…In the field of learning and instruction, eye tracking used to be applied primarily in reading research with only a few exceptions in other areas such as text and picture comprehension and problem solving (Halsanova et al, 2009, Hannus and Hyona, 1999, Hagerty and Just, 1993, Hyona and Niemi, 1990, Just and Carpenter, 1980, Rayner, 1998, Van Cog and Scheiter, 2010, Verschaffel et al, 1992. However, this has changed over the last years, eye-tracking is starting to be applied more often, especially in studies on multimedia learning (Van Cog and Scheiter, 2010).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A Neuroscience Approach in User Satisfaction Evaluation in Maritime Education

Papachristos¹,

Nikitakos²,

Lambrou³

2013

TransNav

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The evaluation with the use of neuroscience methods and tools of a student's satisfactionhappiness from using the e-learning system (e-learning platforms, e-games, simulators) poses an important research subject matter. In the present paper, it is presented a research on course conducted in the Marine Training Centre of Piraeus. In particular, this research with the use of a neuroscience tools-gaze tracker and voice recording (lexical analysis), investigates the amount of satisfaction of the students using Engine room simulator (ERS 5L90MCL11, Kongsberg 2003 AS) by monitoring the users' eye movement and speech in combination with the use of qualitative and quantitative methods. The ultimate goal of this research is to find and test the critical factors that influence the educational practice and usability of e-learning marine systems and the ability to conduct full-time system control by the marine crew.

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Utilization of Illustrations during Learning of Science Textbook Passages among Low- and High-Ability Children

Cited by 245 publications

References 22 publications

Pictures in Test Items: Effects on Response Time and Response Correctness

Pictures in Test Items: Effects on Response Time and Response Correctness

Exploring Young Children’s Use of Illustrations in a Picturebook

A Neuroscience Approach in User Satisfaction Evaluation in Maritime Education

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