Signals foster multimedia learning by supporting integration of highlighted text and diagram elements.

Autor/inn/en	Scheiter, Katharina; Eitel, Alexander
Titel	Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Gefälligkeitsübersetzung: Signale fördern das Multimedia-Lernen durch die Unterstützung der Integration von hervorgehobenem Text und Diagramm-Elementen.
Quelle	In: Learning and instruction, (2015) 36, S. 11-26Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.11.002
Schlagwörter	Multimedia; Lernen; Lernmethode; Augenbewegung; Benutzerführung; Visuelle Wahrnehmung
Abstract	Conducted two experiments investigating how visual signals can foster learning from text and diagrams by examining the relationship between visual attention and learning outcomes. A total of 98 female and 38 male students (mean age 21 years) participated as subjects. Experiment 1 presented students with a multimedia lesson about the heart circulatory system, either with or without visual signals highlighting text-diagram correspondences. As a result, students who learned with signals visually attended to signaled information more often and sooner during learning, and they demonstrated a superior ability to answer text-diagram integration questions. In addition to replicating the results on early attention to signaled diagram elements and resulting learning outcomes, Experiment 2 added a third condition, in which visual signals highlighted diagram elements that did not match the text. As a result, mismatched signals guided attention only briefly; students soon switched to attending to information that corresponded with the text. Learning outcomes were unaffected by mismatched signals. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3