Picture or Text First? Explaining Sequence Effects When Learning with Pictures and Text

Autor/inn/en	Eitel, Alexander; Scheiter, Katharina
Titel	Picture or Text First? Explaining Sequence Effects When Learning with Pictures and Text
Quelle	In: Educational Psychology Review, 27 (2015) 1, S.153-180 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-014-9264-4
Schlagwörter	Sequential Approach; Visual Aids; Outcomes of Education; Memory; Recall (Psychology); Learning; Literature Reviews + Suchen Sie Ihr Suchwort? Schrittfolge; Anschauungsmaterial; Lernleistung; Schulerfolg; Gedächtnis; Abberufung; Lernen
Abstract	The present article reviews 42 studies investigating the role of sequencing of text and pictures for learning outcomes. Whereas several of the reviewed studies revealed better learning outcomes from presenting the picture before the text rather than after it, other studies demonstrated the opposite effect. Against the backdrop of theories on memory representations, these results are explained by a recency effect: that is, recall of information should be superior for the medium (text or picture) presented second, and thus, in closer temporal proximity to the assessment. As a consequence, the type of knowledge assessed (text-based vs. picture-based) and its congruence with the more recent medium should determine whether better learning results are found when presenting the picture or text first. Against the backdrop of theories on mental model construction, results were explained by a facilitation effect for the medium (text or picture) presented second. As a consequence, the relative complexity of information conveyed by the picture and by the text should determine which medium is better to be processed first, with less complex information being processed first leading to better comprehension. To conclude, the review suggests that it is not so much the sequence of text and pictures per se that affects learning outcomes than these boundary conditions (i.e., type of assessed knowledge, relative complexity of text, and picture). Accordingly, the present review seeks to stimulate further research along the boundary conditions to better understand the processes involved when learning with text and pictures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01