Fostering Learning via Pictorial Access to On-Screen Text

Autor/in	Stiller, Klaus D.
Titel	Fostering Learning via Pictorial Access to On-Screen Text
Quelle	In: Journal of Educational Multimedia and Hypermedia, 28 (2019) 2, S.239-260 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Educational Technology; Technology Uses in Education; Visual Stimuli; Pictorial Stimuli; Teaching Methods; Knowledge Level; Computer Attitudes; Student Attitudes; Negative Attitudes; Positive Attitudes; Cognitive Processes; Difficulty Level; Foreign Countries; Grade 11; Secondary School Students; College Students; Germany + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fantasieanregung; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Schülerverhalten; Negative Fixierung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Collegestudent; Deutschland
Abstract	In three experiments, learners used computerized learning material, which consisted of static pictures and on-screen text relating to the physiology of vision in one of two formats. The formats differed in method of access to text. Accessing text by clicking on picture components was hypothesized to produce superior learning to linear access (i.e., clicking the forward and backward buttons; Exps. 1 to 3). In addition, the investigation tested whether effects were dependent on learners' domain-specific prior knowledge (Exp. 2) and computer attitude (Exp. 3). Results indicated that pictorial access to text promotes learning about pictures (picture completion and picture labeling) but not text (verbal retention). Effects on transfer performance were inconsistent. Mode of access effects was not dependent on prior knowledge but on computer attitude. Pictorial access to text mainly fostered learning when learners had a negative attitude towards computers, whereas positive-attitude learners exhibited no learning benefits. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01