Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures.

Autor/inn/en	Scheiter, Katharina; Schüler, Anne; Gerjets, Peter; Huk, Thomas; Hesse, Friedrich W.
Titel	Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Gefälligkeitsübersetzung: Die Erweiterung von Multimediaforschung: Wie beeinflussen Wissensvoraussetzungen und Leseverständnis das Lernen aus Texten und Bildern?
Quelle	In: Computers in human behavior, (2014) 31, S. 73-84Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0747-5632
DOI	10.1016/j.chb.2013.09.022
Schlagwörter	Pädagogischer Transfer; Reproduktion; Multimedia; Lernen; Leseverstehen; Naturwissenschaftlicher Unterricht; Individueller Unterschied; Leistung
Abstract	Investigated the effects of scientific literacy and reading comprehension on learning from multimedia sources. 125 students (mean age 15 years) first completed the Lesegeschwindigkeits- und -verständnistest für die Klassen 6-12 (LGVT 6-12) and a German translation of the Science Content Knowledge Subtest for Biology. Then, participants completed a lesson on cell reproduction in a multimedia environment that varied in terms of multimedia (text only vs. text and animations) and text modality (spoken vs. written vs. spoken and written). Participants completed recall and transfer tests immediately following and one week after learning. Results showed that combining text and animations resulted in better immediate recall, but did not affect transfer performance or delayed recall. This effect as only observed when animations were accompanied by spoken rather than written text. Participants in the redundant condition (spoken and written texts) performed worse in delayed recall and transfer than participants with spoken texts only. Furthermore, the degree of forgetting was larger for participants with redundant texts. Finally, reading comprehension did not impact the multimedia effect, whereas scientific literacy was observed to enhance learning from animations. It is concluded that effects of multimedia design my be partially dependent on learner characteristics. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3