Marta Koć-Januchta - Academia.edu (original) (raw)

Papers by Marta Koć-Januchta

An emerging aspect of the digital education revolution is exploring the pedagogical opportunities... more An emerging aspect of the digital education revolution is exploring the pedagogical opportunities and limitations of applying artificial intelligence (AI) techniques to support science learning. This study investigates students' interaction, learning and experiences with a digital tablet AI-book, which integrates the possibility to input questions and receive suggested questions, and a traditional E-book. The content of both digital versions is based on an international paper-based biology textbook. The study was conducted as part of an introductory Biology course at a Swedish university with 17 students. Students participated in two consecutive two-day learning sessions, engaging with the respective topics of energy in cells and cell signalling. The "AI-book" group (n=7) engaged with the AI book first followed by the E-book, while the "Ebook group" (n=10) interacted in the reverse order. Students responded to a pre-test and post-test for each topic, and to a cognitive load, motivation and usability questionnaire. Student interactions with the books were automatically logged. Three students were interviewed about their experiences in engaging with the books. Findings revealed a learning gain and similar pattern of feature use in both versions. The possibility to ask questions and/or receive suggested questions was used rather sparingly in the AI-book. However, a higher frequency of asking questions was associated with a higher retention and also correlated positively with viewing book images more often. Additionally, correlations showed that a higher usability perception of the books was correlated with a higher intrinsic motivation to know and higher motivation to experience stimulation. Interviews revealed that while the opportunity to pose and receive questions while engaging with the currently investigated AI-based learning environment was helpful, various ideas for future potential development of the book indicate a need for a more personalized learning and feedback experience.

Applied Cognitive Psychology, Nov 28, 2016

There is some indication that people differ regarding their visual and verbal cognitive style. Th... more There is some indication that people differ regarding their visual and verbal cognitive style. The Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) assumes a three-dimensional cognitive style model, which distinguishes between object imagery, spatial imagery and verbal dimensions. Using eye tracking as a means to observe actual gaze behaviours when learning with text-picture combinations, the current study aims to validate this three-dimensional assumption by linking the OSIVQ to learning behaviour. The results largely confirm the model in that they show the expected correlations between results on the OSIVQ, visuo-spatial ability and learning behaviour. Distinct differences between object visualizers, spatial visualizers and verbalizers could be demonstrated.

Educational Technology Research and Development, Sep 17, 2020

The aim of this study was to investigate the role of visual/verbal cognitive style and interactiv... more The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were randomly assigned to one of two conditions: with or without the possibility to pause, to play, or to fast-forward/rewind the learning environment (self-paced versus system-paced condition). Participants obtained better results when learning with the system-paced environment than with the self-paced one. A significant triple interaction between cognitive style, type of pacing, and type of visualization showed that highly developed visualizers learned poorer with self-paced static pictures than with system-paced static pictures. There were no significant effects regarding verbal cognitive style. Results shed more light on the relation between different levels of interactivity and visual cognitive style, when learning from static pictures.

This doctoral thesis is based on three quantitative studies conducted on 464 participants. The ma... more This doctoral thesis is based on three quantitative studies conducted on 464 participants. The main goal was to investigate the role of visual-verbal cognitive style when learning with dynamic and non-dynamic learning materials. The first study revealed important differences regarding the way in which visualizers and verbalizers observe static picture/text combinations in order to learn from them. That is to say that visualizers concentrated mostly on pictures while verbalizers on texts, exhibiting an active way of learning but mostly within textual (verbalizers) or pictorial (visualizers) areas of stimuli. Contradictory to expectations, visualizers did not directly show any supremacy in dealing with pictures, as they did not identify relevant areas sooner than verbalizers. Indirectly though, the results confirmed that verbalizers are less proficient in decoding pictorial information, as they switched to non-informative parts of it sooner than visualizers. Although the retention test did not show any differences on learning outcomes between both groups, visualizers achieved better results on a comprehension test. The results of the second study confirmed that, when learning with system controlled multimedia environments, spoken explanatory narration brings better results than a written one does. Additionally, an influence of the visual cognitive style on learning with written explanatory text was found. That is, when using a combination of static pictures and written text, higher visual cognitive style comes along with better learning outcome. On the other hand, a combination of higher visual cognitive style, animation and written modality of explanations results in deterioration of learning outcome. The study did not provide any significant results regarding an influence of verbal cognitive style on learning. In the third study the issues of learner/ system control were addressed, when learning with spoken modality of explanatory text. The results revealed that spoken modality design yielded better outcomes when learning in system-paced design rather than self-paced and with animation rather than static pictures. In the group of highly developed visualizers though, the combination of static pictures, self-pacing and spoken narration led to a decline of learning outcomes and to cognitive overload. Again, there were no significant results regarding the verbal cognitive style. The results of the three studies support the assumption of an important role of cognitive style in learning. They indicate a moderating role of visual cognitive style when learning with dynamic and non-dynamic multimedia. This role depends on the design (self-controlled, system-controlled) and modality of explanations (spoken, written) though. Additionally, the differences in gaze patterns between visualizers and verbalizers shed more light on the way in which these two groups of learners retrieve information from multimedia materials. This doctoral research makes a contribution to theoretical research on multimedia learning and cognitive styles, as well as to practical implications on learning materials’ design and efficient education.

International journal of educational technology in higher education, Mar 1, 2022

Rapid developments in educational technology in higher education are intended to make learning mo... more Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners' mental capacities. In a 2-month study we investigated university students' learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic and extraneous loads showing that they were engaged in meaningful learning throughout the study. A significant correlation between germane load and accessing linked suggested questions available in the AI-book indicates that the book may support deep learning. Additionally, results showed that perceived non-optimal design, which deflects cognitive resources away from meaningful processing accompanied lower learning gains. Nevertheless, students reported substantially more favourable than unfavourable opinions of the AI-book. The findings provide new approaches for investigating cognitive load types in relation to learning with emerging digital tools in higher education. The findings also highlight the importance of optimally aligning educational technologies and human cognitive architecture.

Journal of Computer Assisted Learning, Jul 18, 2019

The study presented in this paper aimed to examine the effect of visual and verbal cognitive styl... more The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types of visualization and modalities of explanatory text. Learning materials in the form of either computer-based animation or a series of static pictures with written or spoken explanations were presented to 197 students. We found that a more developed visual cognitive style was related to a better learning outcome, when learning from a combination of static pictures and written text. Higher developed visualizers achieved poorer learning outcomes when learning with an animation and written text. The results are partially in line with an ability-as-compensator effect and the expertise reversal effect. Additionally, we found a modality effect as the versions with spoken text provided better results on learning outcome than the versions with written text regardless of the prominence of visual cognitive style. No significant interaction effects were found regarding verbal cognitive style.

Journal of Educational Computing Research, May 6, 2020

Applying artificial intelligence (AI) to support science learning is a prominent aspect of the di... more Applying artificial intelligence (AI) to support science learning is a prominent aspect of the digital education revolution. This study investigates students' interaction and learning with an AI book, which enables the inputting of questions and receiving of suggested questions to understand biology, in comparison with a traditional E-book. Students (n ¼ 16) in a tertiary biology course engaged with the topics of energy in cells and cell signaling. The AI book group (n ¼ 6) interacted with the AI book first followed by the E-book, while the E-book group (n ¼ 10) did so in reverse. Students responded to pre-/posttests and to cognitive load, motivation, and usability questionnaires; and three students were interviewed. All interactions with the books

International Journal of Educational Technology in Higher Education, 2022

Rapid developments in educational technology in higher education are intended to make learning mo... more Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners’ mental capacities. In a 2-month study we investigated university students’ learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic an...

Asking questions to engage with biology: Investigating students’ interaction and learning with an... more Asking questions to engage with biology: Investigating students’ interaction and learning with an AI-based textbook

Diagnostica, 2020

Zusammenfassung. In diesem Beitrag wird ein revidierter Test zur Erfassung des bildungswissenscha... more Zusammenfassung. In diesem Beitrag wird ein revidierter Test zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften, der BilWiss-2.0-Test, vorgestellt, und es werden Hinweise auf die psychometrische Güte der mit dem Instrument gemessenen Testwerte präsentiert. Das bildungswissenschaftliche Wissen umfasst neben unterrichtsnahen Inhalten auch Kenntnisse bspw. über Bildungstheorie, Schulorganisation oder Wissen über den Lehrerberuf. Die Kurzform des revidierten Wissenstests beinhaltet 65 Items, die Langform des Tests 119 Items aus sechs verschiedenen Inhaltsbereichen. Auf der Datengrundlage von 788 Lehramtsstudierenden mehrerer Universitäten wurden 2-PL-Partial-Credit-IRT-Modelle geschätzt. Bezüglich der faktoriellen Struktur zeigte sich in Strukturgleichungsmodellen für die Kurzform, dass sich die sechs Inhaltsbereiche gut als sechs untereinander korrelierende latente Faktoren abbilden lassen. Für die konvergente und prognostische Validität der Testwertinter...

Educational Technology Research and Development, 2020

The aim of this study was to investigate the role of visual/verbal cognitive style and interactiv... more The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were randomly assigned to one of two conditions: with or without the possibility to pause, to play, or to fast-forward/rewind the learning environment (self-paced versus system-paced condition). Participants obtained better results when learning with the system-paced environment than with the self-paced one. A significant triple interaction between cognitive style, type of pacing, and type of visualization showed that highly developed visualizers learned poorer with self-paced static pictures than with system-paced static pictures. There were no significant effects regarding verbal cognitive style. Results shed more light on the relation between d...

Journal of Educational Computing Research, 2020

Applying artificial intelligence (AI) to support science learning is a prominent aspect of the di... more Applying artificial intelligence (AI) to support science learning is a prominent aspect of the digital education revolution. This study investigates students’ interaction and learning with an AI book, which enables the inputting of questions and receiving of suggested questions to understand biology, in comparison with a traditional E-book. Students ( n = 16) in a tertiary biology course engaged with the topics of energy in cells and cell signaling. The AI book group ( n = 6) interacted with the AI book first followed by the E-book, while the E-book group ( n = 10) did so in reverse. Students responded to pre-/posttests and to cognitive load, motivation, and usability questionnaires; and three students were interviewed. All interactions with the books were automatically logged. Results revealed a learning gain and a similar pattern of feature use across both books. Nevertheless, asking questions with the AI book was associated with higher retention and correlated positively with vie...

Journal of Computer Assisted Learning, 2019

The study presented in this paper aimed to examine the effect of visual and verbal cognitive styl... more The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types of visualization and modalities of explanatory text. Learning materials in the form of either computer‐based animation or a series of static pictures with written or spoken explanations were presented to 197 students. We found that a more developed visual cognitive style was related to a better learning outcome, when learning from a combination of static pictures and written text. Higher developed visualizers achieved poorer learning outcomes when learning with an animation and written text. The results are partially in line with an ability‐as‐compensator effect and the expertise reversal effect. Additionally, we found a modality effect as the versions with spoken text provided better results on learning outcome than the versions with written text regardless of the prominence of visual cognitive style. No significant interaction effects were found regar...

Computers in Human Behavior, 2017

This study was conducted in order to examine the differences between visualizers and verbalizers ... more This study was conducted in order to examine the differences between visualizers and verbalizers in the way they gaze at pictures and texts while learning. Using a collection of questionnaires, college students were classified according to their visual or verbal cognitive style and were asked to learn about two different, in terms of subject and type of knowledge, topics by means of text-picture combinations. Eyetracking was used to investigate their gaze behavior. The results show that visualizers spent significantly more time inspecting pictures than verbalizers, while verbalizers spent more time inspecting texts. Results also suggest that both visualizers' and verbalizers' way of learning is active but mostly within areas providing the source of information in line with their cognitive style (pictures or text). Verbalizers tended to enter non-informative, irrelevant areas of pictures sooner than visualizers. The comparison of learning outcomes showed that the group of visualizers achieved better results than the group of verbalizers on a comprehension test.

Applied Cognitive Psychology, 2016

SummaryThere is some indication that people differ regarding their visual and verbal cognitive st... more SummaryThere is some indication that people differ regarding their visual and verbal cognitive style. The Object‐Spatial Imagery and Verbal Questionnaire (OSIVQ) assumes a three‐dimensional cognitive style model, which distinguishes between object imagery, spatial imagery and verbal dimensions. Using eye tracking as a means to observe actual gaze behaviours when learning with text–picture combinations, the current study aims to validate this three‐dimensional assumption by linking the OSIVQ to learning behaviour. The results largely confirm the model in that they show the expected correlations between results on the OSIVQ, visuo‐spatial ability and learning behaviour. Distinct differences between object visualizers, spatial visualizers and verbalizers could be demonstrated.© 2016 The Authors Applied Cognitive Psychology Published by John Wiley & Sons Ltd.

An emerging aspect of the digital education revolution is exploring the pedagogical opportunities... more An emerging aspect of the digital education revolution is exploring the pedagogical opportunities and limitations of applying artificial intelligence (AI) techniques to support science learning. This study investigates students' interaction, learning and experiences with a digital tablet AI-book, which integrates the possibility to input questions and receive suggested questions, and a traditional E-book. The content of both digital versions is based on an international paper-based biology textbook. The study was conducted as part of an introductory Biology course at a Swedish university with 17 students. Students participated in two consecutive two-day learning sessions, engaging with the respective topics of energy in cells and cell signalling. The "AI-book" group (n=7) engaged with the AI book first followed by the E-book, while the "Ebook group" (n=10) interacted in the reverse order. Students responded to a pre-test and post-test for each topic, and to a cognitive load, motivation and usability questionnaire. Student interactions with the books were automatically logged. Three students were interviewed about their experiences in engaging with the books. Findings revealed a learning gain and similar pattern of feature use in both versions. The possibility to ask questions and/or receive suggested questions was used rather sparingly in the AI-book. However, a higher frequency of asking questions was associated with a higher retention and also correlated positively with viewing book images more often. Additionally, correlations showed that a higher usability perception of the books was correlated with a higher intrinsic motivation to know and higher motivation to experience stimulation. Interviews revealed that while the opportunity to pose and receive questions while engaging with the currently investigated AI-based learning environment was helpful, various ideas for future potential development of the book indicate a need for a more personalized learning and feedback experience.

Applied Cognitive Psychology, Nov 28, 2016

There is some indication that people differ regarding their visual and verbal cognitive style. Th... more There is some indication that people differ regarding their visual and verbal cognitive style. The Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) assumes a three-dimensional cognitive style model, which distinguishes between object imagery, spatial imagery and verbal dimensions. Using eye tracking as a means to observe actual gaze behaviours when learning with text-picture combinations, the current study aims to validate this three-dimensional assumption by linking the OSIVQ to learning behaviour. The results largely confirm the model in that they show the expected correlations between results on the OSIVQ, visuo-spatial ability and learning behaviour. Distinct differences between object visualizers, spatial visualizers and verbalizers could be demonstrated.

Educational Technology Research and Development, Sep 17, 2020

The aim of this study was to investigate the role of visual/verbal cognitive style and interactiv... more The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were randomly assigned to one of two conditions: with or without the possibility to pause, to play, or to fast-forward/rewind the learning environment (self-paced versus system-paced condition). Participants obtained better results when learning with the system-paced environment than with the self-paced one. A significant triple interaction between cognitive style, type of pacing, and type of visualization showed that highly developed visualizers learned poorer with self-paced static pictures than with system-paced static pictures. There were no significant effects regarding verbal cognitive style. Results shed more light on the relation between different levels of interactivity and visual cognitive style, when learning from static pictures.

This doctoral thesis is based on three quantitative studies conducted on 464 participants. The ma... more This doctoral thesis is based on three quantitative studies conducted on 464 participants. The main goal was to investigate the role of visual-verbal cognitive style when learning with dynamic and non-dynamic learning materials. The first study revealed important differences regarding the way in which visualizers and verbalizers observe static picture/text combinations in order to learn from them. That is to say that visualizers concentrated mostly on pictures while verbalizers on texts, exhibiting an active way of learning but mostly within textual (verbalizers) or pictorial (visualizers) areas of stimuli. Contradictory to expectations, visualizers did not directly show any supremacy in dealing with pictures, as they did not identify relevant areas sooner than verbalizers. Indirectly though, the results confirmed that verbalizers are less proficient in decoding pictorial information, as they switched to non-informative parts of it sooner than visualizers. Although the retention test did not show any differences on learning outcomes between both groups, visualizers achieved better results on a comprehension test. The results of the second study confirmed that, when learning with system controlled multimedia environments, spoken explanatory narration brings better results than a written one does. Additionally, an influence of the visual cognitive style on learning with written explanatory text was found. That is, when using a combination of static pictures and written text, higher visual cognitive style comes along with better learning outcome. On the other hand, a combination of higher visual cognitive style, animation and written modality of explanations results in deterioration of learning outcome. The study did not provide any significant results regarding an influence of verbal cognitive style on learning. In the third study the issues of learner/ system control were addressed, when learning with spoken modality of explanatory text. The results revealed that spoken modality design yielded better outcomes when learning in system-paced design rather than self-paced and with animation rather than static pictures. In the group of highly developed visualizers though, the combination of static pictures, self-pacing and spoken narration led to a decline of learning outcomes and to cognitive overload. Again, there were no significant results regarding the verbal cognitive style. The results of the three studies support the assumption of an important role of cognitive style in learning. They indicate a moderating role of visual cognitive style when learning with dynamic and non-dynamic multimedia. This role depends on the design (self-controlled, system-controlled) and modality of explanations (spoken, written) though. Additionally, the differences in gaze patterns between visualizers and verbalizers shed more light on the way in which these two groups of learners retrieve information from multimedia materials. This doctoral research makes a contribution to theoretical research on multimedia learning and cognitive styles, as well as to practical implications on learning materials’ design and efficient education.

International journal of educational technology in higher education, Mar 1, 2022

Rapid developments in educational technology in higher education are intended to make learning mo... more Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners' mental capacities. In a 2-month study we investigated university students' learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic and extraneous loads showing that they were engaged in meaningful learning throughout the study. A significant correlation between germane load and accessing linked suggested questions available in the AI-book indicates that the book may support deep learning. Additionally, results showed that perceived non-optimal design, which deflects cognitive resources away from meaningful processing accompanied lower learning gains. Nevertheless, students reported substantially more favourable than unfavourable opinions of the AI-book. The findings provide new approaches for investigating cognitive load types in relation to learning with emerging digital tools in higher education. The findings also highlight the importance of optimally aligning educational technologies and human cognitive architecture.

Journal of Computer Assisted Learning, Jul 18, 2019

The study presented in this paper aimed to examine the effect of visual and verbal cognitive styl... more The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types of visualization and modalities of explanatory text. Learning materials in the form of either computer-based animation or a series of static pictures with written or spoken explanations were presented to 197 students. We found that a more developed visual cognitive style was related to a better learning outcome, when learning from a combination of static pictures and written text. Higher developed visualizers achieved poorer learning outcomes when learning with an animation and written text. The results are partially in line with an ability-as-compensator effect and the expertise reversal effect. Additionally, we found a modality effect as the versions with spoken text provided better results on learning outcome than the versions with written text regardless of the prominence of visual cognitive style. No significant interaction effects were found regarding verbal cognitive style.

Journal of Educational Computing Research, May 6, 2020

Applying artificial intelligence (AI) to support science learning is a prominent aspect of the di... more Applying artificial intelligence (AI) to support science learning is a prominent aspect of the digital education revolution. This study investigates students' interaction and learning with an AI book, which enables the inputting of questions and receiving of suggested questions to understand biology, in comparison with a traditional E-book. Students (n ¼ 16) in a tertiary biology course engaged with the topics of energy in cells and cell signaling. The AI book group (n ¼ 6) interacted with the AI book first followed by the E-book, while the E-book group (n ¼ 10) did so in reverse. Students responded to pre-/posttests and to cognitive load, motivation, and usability questionnaires; and three students were interviewed. All interactions with the books

International Journal of Educational Technology in Higher Education, 2022

Rapid developments in educational technology in higher education are intended to make learning mo... more Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners’ mental capacities. In a 2-month study we investigated university students’ learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic an...

Asking questions to engage with biology: Investigating students’ interaction and learning with an... more Asking questions to engage with biology: Investigating students’ interaction and learning with an AI-based textbook

Diagnostica, 2020

Zusammenfassung. In diesem Beitrag wird ein revidierter Test zur Erfassung des bildungswissenscha... more Zusammenfassung. In diesem Beitrag wird ein revidierter Test zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften, der BilWiss-2.0-Test, vorgestellt, und es werden Hinweise auf die psychometrische Güte der mit dem Instrument gemessenen Testwerte präsentiert. Das bildungswissenschaftliche Wissen umfasst neben unterrichtsnahen Inhalten auch Kenntnisse bspw. über Bildungstheorie, Schulorganisation oder Wissen über den Lehrerberuf. Die Kurzform des revidierten Wissenstests beinhaltet 65 Items, die Langform des Tests 119 Items aus sechs verschiedenen Inhaltsbereichen. Auf der Datengrundlage von 788 Lehramtsstudierenden mehrerer Universitäten wurden 2-PL-Partial-Credit-IRT-Modelle geschätzt. Bezüglich der faktoriellen Struktur zeigte sich in Strukturgleichungsmodellen für die Kurzform, dass sich die sechs Inhaltsbereiche gut als sechs untereinander korrelierende latente Faktoren abbilden lassen. Für die konvergente und prognostische Validität der Testwertinter...

Educational Technology Research and Development, 2020

The aim of this study was to investigate the role of visual/verbal cognitive style and interactiv... more The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were randomly assigned to one of two conditions: with or without the possibility to pause, to play, or to fast-forward/rewind the learning environment (self-paced versus system-paced condition). Participants obtained better results when learning with the system-paced environment than with the self-paced one. A significant triple interaction between cognitive style, type of pacing, and type of visualization showed that highly developed visualizers learned poorer with self-paced static pictures than with system-paced static pictures. There were no significant effects regarding verbal cognitive style. Results shed more light on the relation between d...

Journal of Educational Computing Research, 2020

Applying artificial intelligence (AI) to support science learning is a prominent aspect of the di... more Applying artificial intelligence (AI) to support science learning is a prominent aspect of the digital education revolution. This study investigates students’ interaction and learning with an AI book, which enables the inputting of questions and receiving of suggested questions to understand biology, in comparison with a traditional E-book. Students ( n = 16) in a tertiary biology course engaged with the topics of energy in cells and cell signaling. The AI book group ( n = 6) interacted with the AI book first followed by the E-book, while the E-book group ( n = 10) did so in reverse. Students responded to pre-/posttests and to cognitive load, motivation, and usability questionnaires; and three students were interviewed. All interactions with the books were automatically logged. Results revealed a learning gain and a similar pattern of feature use across both books. Nevertheless, asking questions with the AI book was associated with higher retention and correlated positively with vie...

Journal of Computer Assisted Learning, 2019

The study presented in this paper aimed to examine the effect of visual and verbal cognitive styl... more The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types of visualization and modalities of explanatory text. Learning materials in the form of either computer‐based animation or a series of static pictures with written or spoken explanations were presented to 197 students. We found that a more developed visual cognitive style was related to a better learning outcome, when learning from a combination of static pictures and written text. Higher developed visualizers achieved poorer learning outcomes when learning with an animation and written text. The results are partially in line with an ability‐as‐compensator effect and the expertise reversal effect. Additionally, we found a modality effect as the versions with spoken text provided better results on learning outcome than the versions with written text regardless of the prominence of visual cognitive style. No significant interaction effects were found regar...

Computers in Human Behavior, 2017

This study was conducted in order to examine the differences between visualizers and verbalizers ... more This study was conducted in order to examine the differences between visualizers and verbalizers in the way they gaze at pictures and texts while learning. Using a collection of questionnaires, college students were classified according to their visual or verbal cognitive style and were asked to learn about two different, in terms of subject and type of knowledge, topics by means of text-picture combinations. Eyetracking was used to investigate their gaze behavior. The results show that visualizers spent significantly more time inspecting pictures than verbalizers, while verbalizers spent more time inspecting texts. Results also suggest that both visualizers' and verbalizers' way of learning is active but mostly within areas providing the source of information in line with their cognitive style (pictures or text). Verbalizers tended to enter non-informative, irrelevant areas of pictures sooner than visualizers. The comparison of learning outcomes showed that the group of visualizers achieved better results than the group of verbalizers on a comprehension test.

Applied Cognitive Psychology, 2016

SummaryThere is some indication that people differ regarding their visual and verbal cognitive st... more SummaryThere is some indication that people differ regarding their visual and verbal cognitive style. The Object‐Spatial Imagery and Verbal Questionnaire (OSIVQ) assumes a three‐dimensional cognitive style model, which distinguishes between object imagery, spatial imagery and verbal dimensions. Using eye tracking as a means to observe actual gaze behaviours when learning with text–picture combinations, the current study aims to validate this three‐dimensional assumption by linking the OSIVQ to learning behaviour. The results largely confirm the model in that they show the expected correlations between results on the OSIVQ, visuo‐spatial ability and learning behaviour. Distinct differences between object visualizers, spatial visualizers and verbalizers could be demonstrated.© 2016 The Authors Applied Cognitive Psychology Published by John Wiley & Sons Ltd.