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Autor/inn/enGlaser, Manuela; Schwan, Stephan
TitelExplaining pictures: How verbal cues influence processing of pictorial learning material.
QuelleIn: The journal of educational psychology, 107 (2015) 4, S. 1006-1018Infoseite zur Zeitschrift
PDF als Volltext  Link als defekt meldenVerfügbarkeit 
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0022-0663; 1939-2176
DOI10.1037/edu0000044
SchlagwörterAufmerksamkeit; Reiz; Stimulation (Psy); Multimedia; Lernen; Augenbewegung; Bild
AbstractExamined how verbal cues influence processing of pictorial learning material. To date, multimedia research has mainly examined the learning of texts with accompanying pictures. The current paper presents 2 experiments that examined the multimedia effect for pictures with accompanying spoken text. Experiment 1 (39 participants mean age 24 years) examined whether learning is better with a multimedia presentation in which pictorial information is verbally referenced than without such referencing. Further, it was examined whether pictorial information within a single presentation is better learned when it is verbally referenced than not referenced. Results show that the pictures with accompanying audio text in which the single elements of the picture were named were better learned (free-recall task, multiple-choice test, visual-recognition test) than the pictures with the elements not having been named in the audio text. Furthermore, within a single presentation, named elements were better learned than unnamed elements. Experiment 2 (41 participants mean age 24 years) used eye tracking to determine whether the multimedia effect is due to a shift of attention toward the elements presented multimodally and away from those presented unimodally. Results showed that the multimedia effect could be replicated, and the postulated shift of attention as an underlying process of the multimedia effect could also be confirmed. There were longer fixation times for the named and shorter fixations times for the unnamed elements of the picture in the verbal-referencing part compared to the nonverbal-referencing parts of the audio text. Finally, gaze synchrony of the learners was higher for time points of naming pictorial elements than for time points of no naming. (ZPID).
Erfasst vonLeibniz-Institut für Psychologie, Trier
Update2016/4
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