Comparison of Two Cognitive Strategies for Learning from Illustrated Texts

Sabine Schlag, Rolf Ploetzner

2013

Abstract

Learning from illustrated text is often expected to be more beneficial than learning from text alone. Nevertheless, learners often fail to adequately process text-picture-combinations. One option to support learners and foster learning would be to provide them with strategies for learning from text-picture-combinations. Up until now, however, such comprehensive strategies have not been available. We have therefore conceptualized two strategies, based on current models of multimedia learning, for learning from text-picture-combinations. Both strategies aim to enhance the same cognitive processes by encouraging either internal, or internal and external learning activities. An experimental study was conducted to investigate whether sixth-grade students with varying cognitive abilities (high vs. low ability) apply the two strategies differently. Within both levels of ability, learning with the strategy that encourages internal and external learning activities led to superior learning gains. An analysis of think aloud data revealed differences in the quality of the students’ strategy use.

Paper Citation

in Harvard Style

Schlag S. and Ploetzner R. (2013). Comparison of Two Cognitive Strategies for Learning from Illustrated Texts . In Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-8565-53-2, pages 285-293. DOI: 10.5220/0004324502850293

in Bibtex Style

@conference{csedu13,
author={Sabine Schlag and Rolf Ploetzner},
title={Comparison of Two Cognitive Strategies for Learning from Illustrated Texts},
booktitle={Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2013},
pages={285-293},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0004324502850293},
isbn={978-989-8565-53-2},
}

in EndNote Style

TY - CONF
JO - Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Comparison of Two Cognitive Strategies for Learning from Illustrated Texts
SN - 978-989-8565-53-2
AU - Schlag S.
AU - Ploetzner R.
PY - 2013
SP - 285
EP - 293
DO - 10.5220/0004324502850293