Visualizers versus verbalizers: Effects of cognitive style on learning with texts and pictures – An eye-tracking study (original) (raw)
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Applied Cognitive Psychology, 2016
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.
Students’ Visualization in Reading and Their Cognitive Learning Styles
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa, 2019
Empirically visualizing the text being read into pictures, diagrams, or images evidently deepens students' reading comprehension. Given the evidence of its significance, this study aims students' reading comprehension observed from the namely field dependent (FD) experimental study, quasy-experimental research to be specific, was carried out. Fifty four fifth-semester students at Universitas Negeri Malang participated in this study. The findings were shockingly contradictory with the empirical evidence provided in previous studies. It is revealed that visualization strategy was proven to be significantly ineffective in enh some factors. However, the mean score of FI students in experimental group slightly above FD students.
Eye-Tracking Study on the Gender Effect Towards Cognitive Processes During Multimedia Learning
Jurnal Nasional Teknik Elektro dan Teknologi Informasi
Multimedia learning is defined as the process of forming a knowledge mental model from words and pictures. It is important to measure cognitive process during multimedia learning. Differences in learners’ capabilities can be investigated through cognitive processes to improve the learning process. However, conventional methods such as interviews or behavioural assessment do not provide an objective measurement of cognitive processes during multimedia learning. Some advance methods to measure cognitive processes takes into account learner’s eye movement during learning process. In such a case, eye-tracking can be used as an alternative method to measure cognitive processes because eye movement has become a major part of human cognitive function. Another issue is related to the learners with different gender, which might have different styles of interaction with the source of information. Unfortunately, the effect of gender disparities in multimedia learning has not been widely studie...
Computers & Education, 2013
This study used eye-tracking methodology in the school setting to examine fourth graders' online processing of text and graphics while reading an illustrated science text. We were interested in identifying patterns of visual behavior, which was examined considering individual differences in reading comprehension, prior knowledge, and spatial ability. We also investigated the outcomes of learning from text by measuring free recall, factual knowledge, and transfer of knowledge. For an important advancement of research in this area, the link between processing and learning was also examined. Forty-nine 4th graders participated in a pretest, immediate, and delayed posttest design. Results of a cluster analysis using indices of firstand second-pass eye-fixation, as well as integrative saccades revealed three patterns of visual behavior varying for the level of integration of text and picture. Significant associations between eye-tracking data and reading comprehension and prior knowledge emerged. Moreover, the three patterns of visual behavior were significantly related to students' performances in the various learning tasks at both testing times. The greater integrative processing of the illustrated text was associated with higher learning performances. The significance of the study for educational implications is outlined.
Does modality play a role? Visual‐verbal cognitive style and multimedia learning
Journal of Computer Assisted Learning, 2019
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...
The use of eye movements in the study of multimedia learning
Learning and Instruction, 2010
This commentary focuses on the use of the eye-tracking methodology to study cognitive processes during multimedia learning. First, some general remarks are made about how the method is applied to investigate visual information processing, followed by a reflection on the eye movement measures employed in the studies published in this special issue. It is argued that global eye movement measures indexing attentional and encoding processes during the entire learning period should preferably be complemented with more fine-grained analyses that are either time-locked to important events taking place in an animation or that by other means provide information about the time course of learning. As nicely documented in the present set of studies, it is also of importance to complement the eye-tracking data with offline measures indexing the end product of learning. Such a complementary approach is likely to yield important new insights into the process of multimedia learning.
Assessing Information Presentation Preferences with Eye Movements
Lecture Notes in Computer Science, 2007
This study investigates the relationship between participants' selfreported high verbal or high visual information preferences and their performance and eye movements during analytical reasoning problems. Twelve participants, six male and six female, were selected as being more visual than verbal or more verbal than visual in approach, based on the results of a questionnaire administered to 140 college students. Selected participants were tested for individual differences in spatial ability and working memory capacity. They completed a repeated measures experiment while their eye movements were tracked to examine any correlation with their stated preference for verbal or visual information presentation. Performance on analytical reasoning problems with and without an optional diagram is compared between groups and within-subjects. Due to the small number of participants, between-group differences, although indicated, were mostly statistically insignificant. Withinsubject analysis is still being completed, but trends in diagram usage are examined.
Reading and Writing, 2015
Printed or digital textbooks contain texts accompanied by various kinds of visualisation. Successful comprehension of these materials requires integrating verbal and graphical information. This study investigates the time course of processing an illustrated text through eye-tracking methodology in the school context. The aims were to identify patterns of first-and second-pass reading and to examine whether the integrative processing of text and picture during the less automatic and more purposeful second-pass reading predicts learning, after controlling for reading comprehension, prior knowledge, and self-concept. Forty-three 7th graders read an illustrated science text while their eye movements were recorded. A cluster analysis revealed two processing patterns during the first-pass reading, which differed for the time spent on the main concepts in the text and picture. During re-reading, two patterns of stronger and weaker integrative processing emerged. Integration of verbal and graphical information was revealed by the frequency of second-pass transitions from text to picture and from picture to text, and the duration of picture re-inspecting while re-reading text information (lookfrom text to picture) and re-reading text information while re-inspecting the visualised information (look-from picture to text). A series of hierarchical regression analyses indicated that only the patterns of integrative processing during the second-pass reading uniquely predict verbal and graphical recalls, and the transfer of knowledge. The study A1 The study is part of a research project on learning difficulties in the science domain funded by a grant to A2 the first author (STPD08HANE_001) from the University of Padua, Italy, under the funding program for A3 ''Strategic Projects''. We are very grateful to all the students, their parents and teachers, and the school A4 principal, who made this study possible.
2006
Abstract Users' psychological and physiological differences have been sought by researchers. Cognitive style-one of these differences-is related to a person's approach of getting, organizing, and processing information. It is indicated in the literature that cognitive style has the potential to affect the users' interaction patterns in computer-based interfaces. This study was conducted to reveal the interaction patterns of users with different cognitive styles by using eye-tracking method.
Gedrag Organ, 2004
research and work in Nijmegen. I owe a special thanks to Dr László Balogh, who introduced me the topic of learning styles, hired me to his department, and set me on my academic career. I thank my family for the support and encouragement they gave me throughout the dissertation process. My father, Dr. Sándor Vitális, who himself is a researcher and a university teacher, taught me from early childhood how to look into the world with the eyes of a researcher and planted an enthusiasm for education in me. My mother, Dr. Emese Ormós, helped not only with printing and organizing data, but also with practical advice that helped me simplify a complicated process. My grandparents, who were teachers themselves, taught me much about how to understand children and learning. I thank my friend, artist Michael Stallings, for designing the cover page and Esther Mönks for translating the dissertation summary into Dutch. And last, but not least, I thank the children who participated in my studies for sharing their thoughts about school and their difficulties in learning, for reading my texts, and for answering my questions, and I thank the school directors and teachers who opened their schools and classes to me. Contents vii Contents CHAPTER 1: INTRODUCTION PART I: THEORETICAL BACKGROUND CHAPTER 2: LEARNING STYLES IN THE ORIENTATION TO STUDYING TRADITION 2.1 Introduction 2.2 Learning Styles and Approaches 2.3 Learning Styles and Learning Orientations 2.4 Student Characteristics and Situational Influences 2.5 Characteristics of the Student 2.5.1 Learning Strategies and Personality 2.5.2 Learning Strategies and Motivation 2.5.3 Learning Strategies and Metacognition 2.5.4 Learning Strategies and Learning Conception 2.5.5 Strategy Development in Young Children 2.6 Characteristics of the Environment 2.6.1 Learning Strategies and the Task or the To-be-learned Material 2.6.2 Learning Strategies and Teaching Style 2.6.3 Learning Strategies and Assessment 2.6.4 Learning Strategies and Programs, Departments, and Institutions 2.7 Conclusions