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In 2 experiments, high- and low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Experiment 1) or of the human respiratory system (Experiment 2). The concurrent group generated more creative solutions to subsequent transfer problems than did the successive group; this contiguity effect was strong for high- but not for low-spatial ability students. Consistent with a dual-coding theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material, whereas ...

In 2 experiments, high- and low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump (Experiment 1) or of the human respiratory system (Experiment 2). The concurrent group generated more creative solutions to subsequent transfer problems than did the successive group; this contiguity effect was strong for high- but not for low-spatial ability students. Consistent with a dual-coding theory, spatial ability allows high-spatial learners to devote more cognitive resources to building referential connections between visual and verbal representations of the presented material, whereas ...

In 2 experiments, mechanically naive college students viewed an animation depicting the operation of a bicycle tire pump that included a verbal description given before (words-beforepictures) or during (words-with-pictures) the animation. The words-with-pictures group outperformed the words-before-pictures group on tests of creative problem solving that involved reasoning about how the pump works. In a follow-up experiment, students in the words-withpicturesgroup performed better on the problem-solving test than students who saw the animation without words (pictures only), heard the words without the animation (words only), or received no training (control). Results support a dual-coding hypothesis (Paivio, 1990) that posits two kinds of ...

In 2 experiments, mechanically naive college students viewed an animation depicting the operation of a bicycle tire pump that included a verbal description given before (words-beforepictures) or during (words-with-pictures) the animation. The words-with-pictures group outperformed the words-before-pictures group on tests of creative problem solving that involved reasoning about how the pump works. In a follow-up experiment, students in the words-withpictures group performed better on the problem-solving test than students who saw the animation without words (pictures only), heard the words without the animation (words only), or received no training (control). Results support a dual-coding hypothesis (Paivio, 1990) that posits two ...

In 2 experiments, mechanically naive college students viewed an animation depicting the operation of a bicycle tire pump that included a verbal description given before (words-beforepictures) or during (words-with-pictures) the animation. The words-with-pictures group outperformed the words-before-pictures group on tests of creative problem solving that involved reasoning about how the pump works. In a follow-up experiment, students in the words-withpictures group performed better on the problem-solving test than students who saw the animation without words (pictures only), heard the words without the animation (words only), or received no training (control). Results support a dual-coding hypothesis (Paivio, 1990) that posits two kinds of ...

Objective: To experimentally test whether using pictographs (image matrices), incremental risk formats, and varied risk denominators would influence perceptions and comprehension of side effect risks in an online decision aid about prophylactic use of tamoxifen to prevent primary breast cancers. Methods: We recruited 631 women with elevated breast cancer risk from two healthcare organizations. Participants saw tailored estimates of the risks of 5 side effects: endometrial cancer, blood clotting, cataracts, hormonal symptoms, and sexual problems. Presentation format was randomly varied in a three factor design: (A) risk information was displayed either in pictographs or numeric text; (B) presentations either reported ...

This experiment was designed to test whether warning labels on agricultural pesticide containers could be better understood by users if pictograms illustrating appropriate safety precautions were added to existing labels containing text only. Labels with added pictograms were perceived by pesticide users as significantly easier to obtain information from than labels containing text only. However, the effect of pictograms in improving the effectiveness of the communication of safety information to users was incomplete. When pictograms were added to labels they were associated with a significant increase in the proportion of users nominating correct safety precautions for storing the pesticides, but ...

To test the relative efficiency and learning of text, pictures, and animation in on-line help systems, six versions of an on-line help system for telephones were designed. The operational information was presented in either text, pictures, or animation and presented either with or without spatial information (in pictures). Subjects were asked to perform thirteen tasks, using these six versions of the instructions, one week later. The results show that only presenting the operational information via text is the most efficient. Subjects using instructions in animation needed significantly more time than those using the text or picture versions. Adding spatial information ...

Recent studies exploring the effects of instructional animations on learning compared to static graphics have yielded mixed results. Few studies have explored their effectiveness in portraying procedural-motor information. Opportunities exist within an applied (manufacturing) context for instructional animations to be used to facilitate build performance on an assembly line. The present study compares build time performance across successive builds when using animation, static diagrams or text instructions to convey an assembly sequence for a handheld device. Although an immediate facilitating effect of animation was found, yielding a significantly faster build time for Build 1, this advantage had disappeared by Build ...

In een experiment zijn de effecten onderzocht van vijf presentatievormen (tekst vs. foto vs. filmclip vs. tekst + foto vs. tekst + filmclip) en moeilijkheidsgraad (eenvoudig vs. moeilijk) van een speciaal type procedurele instructies, te weten Repetitive Strain Injury (RSI) preventieoefeningen. In een experiment moesten proefpersonen twintig RSI-oefeningen leren en uitvoeren. De resultaten van dit experiment toonden aan dat voor eenvoudig RSI-oefeningen een instructie in een foto vaak effectiever was dan de instructie in tekst of filmclip. Bovendien bleken de multimodale instructies niet effectiever te zijn in het uitleggen van de RSI-oefeningen dan de unimodale instructies. ...