Name
Abstract | ||
|---|---|---|
The aim of the present study is to evaluate the effects on learning of the spatial integration of textual information incorporated into illustrations in the form of pop-up windows that are opened by the user. Three groups of students viewed illustrated texts depicting the functioning of the heart and the replication of the AIDS virus either with textual information presented below the picture, with textual information integrated within the picture, or with textual information integrated within the picture with pop-up windows. The results showed that the integrated formats were more effective than the separated format when we tested the retention of textual information, comprehension and the matching of textual elements to the appropriate illustrated elements. Furthermore, they indicated that the group working with pop-up windows performed better than the integrated groups on the retention test for illustrated information as well as when asked to find correct solutions to problems in a comprehension test. Consequently, these findings Support the use of pop-up windows in learning with this kind of illustrated explanatory text. |
Year | DOI | Venue |
|---|---|---|
2006 | 10.1111/j.1365-2729.2006.00165.x | JOURNAL OF COMPUTER ASSISTED LEARNING |
Keywords | Field | DocType |
cognitive psychology,instruction,multimedia,post-graduate | Spatial integration,Textual information,Computer science,Pedagogy,Cognition,User interface,Multimedia,Comprehension | Journal |
Volume | Issue | ISSN |
22 | 2 | 0266-4909 |
Citations | PageRank | References |
6 | 1.01 | 3 |
Authors | ||
2 | ||