Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive-User Interface Help?

Autor/inn/en	Clinton, Virginia; Morsanyi, Kinga; Alibali, Martha W.; Nathan, Mitchell J.
Titel	Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive-User Interface Help?
Quelle	(2016), (52 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1002/acp.3223
Schlagwörter	Visual Discrimination; Color; Coding; Probability; Logical Thinking; Undergraduate Students; Randomized Controlled Trials; Comparative Analysis; Visual Stimuli; Eye Movements; Teaching Methods; Attention; Tables (Data); Time; Cognitive Processes; Web Sites; Pretests Posttests; Comprehension; Retention (Psychology); Statistical Analysis; Need for Cognition Scale + Suchen Sie Ihr Suchwort? Colour; Farbbezeichnung; Farbe; Codierung; Programmierung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Augenbewegung; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit; Tabelle; Zeit; Cognitive process; Kognitiver Prozess; Web-Design; Verstehen; Verständnis; Merkfähigkeit; Statistische Analyse
Abstract	Learning from visual representations is enhanced when learners appropriately integrate corresponding visual and verbal information. This study examined the effects of two methods of promoting integration, color coding and labeling, on learning about probabilistic reasoning from a table and text. Undergraduate students (N = 98) were randomly assigned to learn about probabilistic reasoning from one of 4 computer-based lessons generated from a 2 (color coding/no color coding) by 2 (labeling/no labeling) between-subjects design. Learners added the labels or color coding at their own pace by clicking buttons in a computer-based lesson. Participants' eye movements were recorded while viewing the lesson. Labeling was beneficial for learning, but color coding was not. In addition, labeling, but not color coding, increased attention to important information in the table and time with the lesson. Both labeling and color coding increased looks between the text and corresponding information in the table. The findings provide support for the multimedia principle (Mayer, 2009), and they suggest that providing labeling enhances learning about probabilistic reasoning from text and tables. A problem from the pretest is appended.[This content was published in "Applied Cognitive Psychology" v30 n3 p440-453 May-June 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01