Interactive and Non-Interactive Pictures in Multimedia Learning Environments: Effects on Learning Outcomes and Learning Efficiency

Autor/inn/en	Rasch, Thorsten; Schnotz, Wolfgang
Titel	Interactive and Non-Interactive Pictures in Multimedia Learning Environments: Effects on Learning Outcomes and Learning Efficiency
Quelle	In: Learning and Instruction, 19 (2009) 5, S.411-422 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2009.02.008
Schlagwörter	Visualization; Instructional Effectiveness; Outcomes of Education; Visual Aids; College Students; Learning Strategies; Efficiency; Interaction; Learning Processes; Multimedia Materials; Multimedia Instruction; Animation; Instructional Design; Educational Technology; Instructional Materials; Printed Materials; Nonverbal Learning + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; Unterrichtserfolg; Lernleistung; Schulerfolg; Anschauungsmaterial; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Effectiveness; Effektivität; Wirkungsgrad; Interaktion; Learning process; Lernprozess; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Lehrmaterial; Lehrmittel
Abstract	New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the visualization format of pictures affects the structure of the learner's mental model, and (d) whether the visualization format modifies the effects of interactivity. One hundred university students were randomly assigned to five groups. In four groups, a text about the different daytimes and days on the earth was combined with interactive or non-interactive pictures of different visualization formats. In the fifth group, the text was presented without pictures. According to the results, adding pictures to text was neither beneficial nor harmful for learning. In terms of learning efficiency, however, learning from "text only" was "more" successful than learning from text and pictures. Interactivity was beneficial for one learning task, but not for the other task. The visualization format affected participants' interaction with pictures, but not the learning outcomes; however this effect was not influenced by interactivity. Implications for multimedia design and for further research are pointed out. (Contains 6 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10