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- Title
The effect of layout and pacing on learning from diagrams with unnecessary text.
- Authors
Rop, Gertjan; Schüler, Anne; Verkoeijen, Peter P. J. L.; Scheiter, Katharina; Gog, Tamara Van
- Abstract
Summary: 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.
- Subjects
COGNITIVE load; SENSE of coherence; EYE tracking; MULTIMEDIA systems in education; PACING strategies (Education)
- Publication
Applied Cognitive Psychology, 2018, Vol 32, Issue 5, p610
- ISSN
0888-4080
- Publication type
Article
- DOI
10.1002/acp.3445