Combining Verbal and Visual Cueing: Fostering Learning Pictorial Content by Coordinating Verbal Explanations with Different Types of Visual Cueing

Autor/inn/en	Glaser, Manuela; Schwan, Stephan
Titel	Combining Verbal and Visual Cueing: Fostering Learning Pictorial Content by Coordinating Verbal Explanations with Different Types of Visual Cueing
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 48 (2020) 2, S.159-182 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-020-09506-5
Schlagwörter	Visual Stimuli; Cues; Verbal Communication; Multimedia Instruction; Pictorial Stimuli; Retention (Psychology); Video Technology; Films; Cognitive Processes + Suchen Sie Ihr Suchwort? Stichwort; Multimediales Lernen; Fantasieanregung; Merkfähigkeit; Film; Cognitive process; Kognitiver Prozess
Abstract	Multimedia learning scenarios in which a picture is the main focus often use combinations of verbal and visual cueing. Based on models of picture processing and multimedia learning, the present study examined the effect of verbal and visual cueing on two basic aspects of pictorial learning: retention and localization of pictorial elements. Videos of three paintings were presented with verbal cueing (naming of pictorial elements), either alone or in combination with visual frames (explicit cues) or zoom-ins (implicit cues), in a 2 × 3 × 3 mixed design (n = 86) with the factors verbal cueing (uncued vs. cued elements, within-subjects) × visual cueing (no vs. explicit vs. implicit, between-subjects) × film (Mantegna vs. Rubens vs. Marsh, within-subjects). The three films were used to check whether our results are generalizable across different pictorial contents. The retention of pictorial elements was measured by open questions, and the localization of the pictorial elements was measured by asking the participants to place picture snippets at the correct location on an area representing the dimensions of the respective painting. The combination of verbal and visual cueing increased the difference between the cued and the less well retained uncued elements and compensated a disadvantage of verbal cueing for localization performance. This was compensated by both types of visual cueing. Regarding retention and localization, explicit and implicit cueing were equally effective. The study provides a differentiated insight into the interplay of verbal and visual cueing regarding cognitive processing in multimedia learning scenarios in which pictures are the main learning focus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01