Year: 2018
Type: article
Study design: Clinical Trial
Abstract: Although many studies demonstrate large learning gains when instruction includes diagrams, diagrams do not always lead to improved outcomes. How can instructional designers know whether a given diagram will enhance learning? We have developed a framework of three factors that influence the effectiveness of a diagram in a particular learning situation: the learning objective, the design of the visual representation and the cognitive processing of the learner . In a randomized - design study conducted in a college chemistry class, we found that instruction that included diagrams created with this framework led to enhanced performance on open - ended transfer items compared to traditional instruction, particularly for low - performing students. We propose that a concept - based cognitive theory of multimedia learning that includes a conceptual working memory component may explain why the efficacy of diagrams depends heavily on the prior knowledge of the learner as well a s the conceptual information available in the representation
Source: Figshare
DOI: 10.1184/r1/6619145
Authors: Davenport, Jodi L., Yaron, David, Klahr, David, Koedinger, Kenneth R
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: W6884741969