Cognitive load and science text comprehension: Effects of drawing and mentally imagining text content (original) (raw)
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The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text
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This study investigated, whether learning from science texts can be enhanced by providing learners with different forms of visualizations (pictures) in addition to text. One-hundred-two 9th and 10th graders read a computer-based text on chemical processes of washing and answered questions on cognitive load (mental effort, perceived difficulty) and comprehension (retention, transfer, drawing). Instruction varied according to a 2 Â 2-factorial design with 'learner-generated pictures' (yes, no) and 'provided pictures' (yes, no) as factors. Results indicate positive main effects of provided pictures on all three comprehension measures and negative main effects on both cognitive load measures. Additional analyses revealed a mediation effect of perceived difficulty on retention and transfer, that is learning with provided pictures decreased cognitive load and enhanced comprehension. Furthermore, results show a positive main effect of learner-generated pictures on drawing and mental effort, but no mediation effect. Taken together, computer-based learning with provided pictures enhances comprehension as it seems to promote active processing while reducing extraneous cognitive processing. Learners, generating pictures, however, seem to have less cognitive resources available for essential and generative processing, resulting in reduced comprehension. These results are in line with cognitive load theory, cognitive theories of multimedia learning, and generative theories of learning.
Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited working memory, and instructional representations should be designed with the goal of reducing unnecessary cognitive load. However, cognitive architecture alone is not the only factor to be considered; individual differences, especially prior knowledge, are critical in determining what impact a visual representation will have on learners' cognitive structures and processes. Prior knowledge can determine the ease with which learners can perceive and interpret visual representations in working memory. Although a long tradition of research has compared experts and novices, more research is necessary to fully explore the expertnovice continuum and maximize the potential of visual representations.
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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.
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International Electronic Journal of Elementary Education, 2012
The present study examined the cognitive factors that influence children’s physical science learning from a multimedia instruction. Using a causally coherent text and visual models, we taught 4 th - and 7 th - grade children about the observable and molecular properties of the three states of water. We manipulated whether the text was read by a tutor (which supports simultaneous encoding of the verbal and visual information, i.e., temporal contiguity ) or whether children read the text on their own (which supports self pacing and interpretation of the information). Children in each condition received either static or dynamic graphics. Results showed that, regardless of the type of graphics, children demonstrated the greatest learning gains when the text was read to them by a tutor. This effect was more pronounced for the younger children. Thus, conditions that promote integration of verbal and visual information may provide the greatest support to children’s learning from a causally...
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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.
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Journal of Educational Psychology, 2006
How can cognitive load in visual displays of computer simulations be optimized? Middle-school chemistry students (N ϭ 257) learned with a simulation of the ideal gas law. Visual complexity was manipulated by separating the display of the simulations in 2 screens (low complexity) or presenting all information on 1 screen (high complexity). The mode of visual representation in the simulation was manipulated by presenting important information in symbolic form only (symbolic representations) or by adding iconic information to the display (iconic ϩ symbolic representations), locating the sliders controlling the simulation separated from the simulation or integrating them, and graphing either only the most recent simulation result or showing all results taken. Separated screen displays and the use of optimized visual displays each promoted comprehension and transfer, especially for low prior-knowledge learners. An expertise reversal effect was found for learners' prior general science knowledge. Results indicate that intrinsic and extraneous cognitive load in visual displays can be manipulated and that learners' prior knowledge moderates the effectiveness of these load manipulations.
Students' comprehension of science concepts depicted in textbook illustrations
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Visual representations are commonly used in science instruction to enhance learning. In this study, 86 high school biology students were asked to study an illustration of meiosis to determine their ability to recognize, understand, and interpret textbook images. Data collected from interview and written responses to questions revealed that while the task helped them learn about the topic of meiosis in terms of labeling structures and describing the phases, students were unable to communicate an understanding of the overall purpose of meiosis. The findings of this study have implications for the design and scaffolding of visual representations.
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In the present study we hypothesized that the gist representation of a picture (extracted from brief initial inspection) supports inference generation from subsequent text, which in turn should foster comprehension. Moreover, we proposed that longer inspection of a picture is necessary to provide learners with an alternative representation that fosters mental animation and recall. Participants (N= 76) learned from a text about pulley systems, and in three out of four conditions from an additional picture of a pulley system. Students ...
Visualization While Reading: A Review of the Comprehension Strategy
The Oklahoma English Journal, 2021
Reading comprehension is a complex, linguistic, cognitive ability, which makes it difficult to not only understand but teach (Horowitz-Kraus, Vannest & Holland, 2012). This may be why most reading strategies focus on text-based processing as opposed to visualizing while reading (De Koning & van der Schoot, 2013). Even though it may be difficult to teach, studies show the ability to visualize while reading outweighs the effort needed to teach it. Visualization-the ability to create pictures in the brain based upon written or spoken words-is one of many strategies to aid in comprehension. Gambrell and Bales (1986) expand this definition to include the ability to organize and store new mental images to form or draw conclusions from later. Despite the fact students are consistently surrounded by visual images in movies, television, video games, computers, and cell phones, most are passive consumers, which does not necessarily translate into the development of visualizing while reading (Gorman & Eastman, 2010; Hibbin & Rankin-Erickson, 2003).