Year: 2007
Type: article
Abstract: Prior research in multimedia learning has demonstrated that materials that present visual and verbal information in an integrated, rather than split-source, format can support successful learning outcomes.These benefits often are attributed to reductions in cognitive load during learning; however, linking visual and verbal sources in materials also may support cognitive processes that coordinate visual and verbal knowledge.We tested the effects of integrated visualverbal learning materials by implementing a diagram-based version of an intelligent tutoring system for geometry in 10 th grade classrooms.Compared to a standard split-source version of the tutor, students working with the integrated tutor performed better on far transfer tasks that tested deep understanding of connections between conceptual geometry principles and diagram features.Findings demonstrate that integrated materials support development of coordinated visual-verbal knowledge during learning.
Authors: Kirsten R. Butcher, Vincent Aleven
Institutions: University of Pittsburgh, Carnegie Mellon University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: National Science Foundation
OpenAlex ID: W150117506