Cognitive load and instructionally supported learning with provided and learner-generated visualizations

被引:79
作者
Schwamborn, Annett [1 ]
Thillmann, Hubertina [2 ]
Opfermann, Maria [1 ]
Leutner, Detlev [1 ]
机构
[1] Duisburg Essen Univ, Instruct Psychol Dept, Fac Educ Sci, D-45117 Essen, Germany
[2] Ruhr Univ Bochum, Dept Res Learning & Instruct, D-44780 Bochum, Germany
关键词
Cognitive load; Multimedia learning; Generative processes; Reading comprehension; MULTIPLE; STRATEGIES;
D O I
10.1016/j.chb.2010.05.028
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
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 x 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. (C) 2010 Elsevier Ltd. All rights reserved.
引用
收藏
页码:89 / 93
页数:5
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