Bartholome, T., & Bromme, R. (2009). Coherence formation when learning from text and pictures: what kind of support for whom? Journal of Educational Psychology, 101(2), 282-293.
Bartholome, T.; Bromme, R.
2009
Bartholome, T., & Bromme, R. (2009). Coherence formation when learning from text and pictures: what kind of support for whom? Journal of Educational Psychology, 101(2), 282-293.
This study examined how 2 kinds of help when learning from text and pictures (mapping support and instructional guidance through prompts) influence the coherence formation process of integrating information into a mental model. It also explored spatial abilities and working memory span as potential moderators. In a computer-based setting, 84 university students learned botanical concepts under 1 of 4 different support conditions: mapping (numerical labels vs. highlighting) and prompting (given vs. not given). Posttests assessed cognitive load, confidence in learning, and knowledge. Results showed a complex interplay between the 2 kinds of help and an effect of metacognitive monitoring. Moreover, spatial abilities moderated the effects of help. Our results indicate the need to complement resource-oriented instructional design models with a conceptualization of the cognitive and metacognitive processes involved in successful learning. The notion of hybrid conceptual knowledge is proposed as a theoretical approach to understanding coherence formation.
What kind of help should be given when learning from text and pictures? Our findings show that relieving the processing demands on learners—as in highlighting— can decrease learning. The best learning results are achieved when minimal support is given, such as in the condition with numerical labels and no prompts. In addition, there are hints that perceptions of the task and comprehension monitoring play a role in how effectively help is used. Finally, learners’ spatial abilities have an impact on the effectiveness of prompting. In contrast, subjective cognitive load and actual working memory capacity do not account for the observed instructional effects.
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