When two computer-supported learning strategies are better than one: An eye-tracking study

Ponce, Héctor; Mayer, Richard E.; Loyola, María Soledad; López, Mario; Méndez, Ester E.

doi:10.1016/j.compedu.2018.06.024

Cited by 20 publications

(9 citation statements)

References 28 publications

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“…Finally, more research is needed to study the effects of generative activities in natural settings via immediate and delayed learning tests. Recent studies on GOs have once again confirmed their beneficial impact on students' learning (e.g., Ponce, Mayer, Loyola, López, & Méndez, ). However, to our knowledge, no research has yet been conducted in natural settings to test the effects on learning of asking students to self‐generate a GO during a lesson.…”

Section: Discussionmentioning

confidence: 85%

Effects of self‐generated graphic organizers on learning depend on in‐task guidance

Colliot

Jamet

2020

Computer Assisted Learning

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We investigated the effects of readymade versus self‐generated graphic organizers (GOs) on learning, comparing the performances of undergraduates (N = 81) tasked with learning a multimedia document. This document was either presented on its own (control group), with a readymade GO, or with a blank GO that students had to fill in either before or during the learning of the document. In line with previous research, adding a readymade GO increased students' memorization and transfer scores, compared with controls. By displaying the main ideas in the text and their hierarchical relations, GOs act as visual aids to learning. Results showed that self‐generating a GO was no more beneficial than viewing a readymade GO when students were placed in a dual‐task situation (generation + learning). However, when the students' information processing was guided by sequencing these tasks (generation then learning), they outperformed the control and readymade groups on memorization and comprehension.

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Section: Discussionmentioning

confidence: 85%

Effects of self‐generated graphic organizers on learning depend on in‐task guidance

Colliot

Jamet

2020

Computer Assisted Learning

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“…However, prior studies have not investigated the effects of combining such strategies (cf. Ponce et al 2013Ponce et al , 2018.…”

Section: Underlining and Mapping As Key Strategies To Promote Argumenmentioning

confidence: 99%

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Mochizuki

Nishimori

Tsubakimoto

et al. 2019

Education Tech Research Dev

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This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin's model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text's argument, and linking students' ideas to the text's argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students' use of appropriate reading and writing strategies.

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“…Research on learning strategies shows that the outcome of reading academic texts depends not only on what information is presented but also on the learner’s cognitive processing of the material during reading (Fiorella & Mayer, 2015; Kiewra, 2005; Miyatsu, Nguyen, & McDaniel, 2018; Ponce, Mayer, Loyola, López, & Méndez, 2018b). In reading expository text, students can take a linear strategy in which they read and store the text sequentially or a generative strategy in which they mentally reorganize the material into a coherent structure as they read (Fiorella & Mayer, 2015, 2016; Ponce & Mayer, 2014a, 2014b).…”

Section: Objective and Rationalementioning

confidence: 99%

“…To achieve this objective, we use an eye tracking methodology to observe eye movements while learners read a text using one of these learning conditions. Comparisons among the eye movement patterns observed for different learning activities allow for inferences to be made about the underlying cognitive processes involved and their relation to learning outcomes (Ponce et al., 2018b; Tsai, Huang, Hou, Hsu, & Chiou, 2016).…”

Section: Objective and Rationalementioning

confidence: 99%

Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning

Ponce

Mayer

Loyola

et al. 2019

Journal of Educational Computing Research

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Fourth graders were asked to read a text and either to fill in a compare-and-contrast graphic organizer, answer a set of structured questions, take notes, or simply read the text. Both the graphic organizer and questioning groups outperformed the read-only group on a comprehension test ( d = 1.24 and 1.22, respectively) and a memory test ( d = 0.54 and 0.53, respectively). No significant differences were found between the notetaking and read-only groups on the comprehension test ( d = 0.30) or the memory test ( d = 0.20). Results showed more integrative eye movements between paragraphs for the graphic organizer ( d = 1.53) and the questioning groups ( d = 1.90) than the read-only group, but not for the notetaking group ( d = −0.06). On all three measures, the graphic organizer group and the questioning group exhibited a generative learning strategy, whereas the notetaking and read-only groups exhibited a linear learning strategy.

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When two computer-supported learning strategies are better than one: An eye-tracking study

Cited by 20 publications

References 28 publications

Effects of self‐generated graphic organizers on learning depend on in‐task guidance

Effects of self‐generated graphic organizers on learning depend on in‐task guidance

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning

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