The influence of visual cognitive style when learning from instructional animations and static pictures

In a 2 × 2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with animations, and less developed visualizers (LDV) performed the same with static pictures or animations.For factual knowledge, there was a main effect in favor of HDV. Subsequent tests revealed that HDV outperformed LDV only when learning from static pictures, but not when studying animations. There were no overall differences between animations and static pictures. The assumption is made that HDV benefit from their cognitive style when they have to construct a mental animation from static pictures.Concluding, we did not find any rationale for converting static pictures to animations — HDV learned better with static pictures, while for LDV, it made no difference.     

Survey of classroom use of representations: development,field test and multilevel analysis

Because of the multimodal nature of learning, doing and reporting science, it is important that students learn how to interpret, construct, relate and translate scientific representations or, in other words, to develop representational competence. Explicit instruction about multimodal representations is needed to foster students’ representational competence in the classroom. However, only a handful studies have surveyed how representations are actually used in science classes. This might be because of the fact that economical instruments for assessing the use of representations in classrooms are not available. To bridge that gap, an instrument was developed, field-tested in biology classes with 175 and 931 students, respectively, and analysed using exploratory and (multilevel) confirmatory factor analyses. Results supported an instrument with six scales and 21 items at the individual and classroom levels covering the following dimensions: (1) interpretation of visual representations, (2) construction of visual representations, (3) use of scientific texts (verbal representations), (4) use of symbolic representations, (5) number of terms used in class, and (6) the extent to which active social construction of knowledge is possible in the class. The scales showed satisfactory discriminant validity and reliability at each level. Further applications of this instrument for researchers and teachers are discussed.     

Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non-dynamic visualizations with narrative explanations

Educational technology research and development - The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia...