Abstract
Abstract
This study examined the relationship between grade and the ability of text-picture integration in terms of task completion and the pattern of using textual and pictorial information. Children (N = 144) from secondary schools were recruited from grade 5 and grade 8. Analyzing the time spent with the multimedia unit prior to an incorrect response, this study suggests that 5th graders tend to give up relatively early compared to 8th graders. Furthermore, early incorrect responses were more prevalent among students of the non-academic track and were predicted by a low proportion of fixations on the text in mental model construction and on the picture in adaptive mental model specification. An inappropriate approach of integrating text and picture can thus be the reason for giving up early. The work provides a basis for (1) automated feedback during the course of working on a multimedia unit. (2) Instructional design should be adapted to the characteristics of student groups to support text-picture integration and to avoid giving up early.
Funder
Deutsche Forschungsgemeinschaft
FernUniversität in Hagen
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Reference56 articles.
1. Bacca-Acosta, J., & Avila-Garzon, C. (2021). Student engagement with mobile-based assessment systems: A survival analysis. Journal of Computer Assisted Learning, 37, 158–171. https://doi.org/10.1111/jcal.12475.
2. Blech, C., Gaschler, R., & Bilalić, M. (2019). Why do people fail to see simple solutions? Using think-aloud protocols to uncover the mechanism behind the Einstellung (mental set) effect. Thinking & Reasoning, 26(2), 1–29. https://doi.org/10.1080/13546783.2019.1685001.
3. Borkowski, J. G., Carr, M., Rellinger, L., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions and self-esteem. In B. J. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 53–92). Erlbaum.
4. Bransford, J. D., Barclay, J. R., & Franks, J. J. (1972). Sentence memory: A constructive versus interpretive approach. Cognitive Psychology, 3, 193–209. https://doi.org/10.1016/0010-0285(72)90003-5.
5. Cambridge Dictionary. (n.d.). Dog. In Dictionary.cambridge.orgdictionary. Retrieved December 31, 2020, from https://dictionary.cambridge.org/dictionary/english/dog.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献