De grootste kennisbank van het HBO

Inspiratie op jouw vakgebied

Vrij toegankelijk

Terug naar zoekresultatenDeel deze publicatie

The effect of layout and pacing on learning from diagrams with unnecessary text

Rechten: Alle rechten voorbehouden

The effect of layout and pacing on learning from diagrams with unnecessary text

Rechten: Alle rechten voorbehouden

Samenvatting

Although the presentation of extraneous (i.e., irrelevant or unnecessary) information
hinders learning, it is unclear whether and how layout and pacing influence this effect.
In two experiments, participants learned how the heart functions using four different
layouts: a diagram presented without unnecessary text (diagram only), with unnecessary
text separated from the diagram (separated) or integrated into the diagram
(integrated), or with separated unnecessary text and the instruction to integrate
(integration instruction). In Experiment 1, study time was self‐paced for half of the
participants and system paced for the other half. There were no effects of layout
and of pacing on learning, although system pacing was more effortful than self‐pacing.
In Experiment 2, which was system paced and employed eye tracking, the integrated
condition showed worse learning outcomes than the separated condition. Moreover,
in the integrated condition, participants made more integration attempts between the
unnecessary text and the diagram than in the separated condition.

Toon meer
Gepubliceerd inApplied Cognitive Psychology Wiley
Jaar2018
TypeArtikel
TaalEngels

Op de HBO Kennisbank vind je publicaties van 26 hogescholen

De grootste kennisbank van het HBO

Inspiratie op jouw vakgebied

Vrij toegankelijk