Butcher, K. (2006). Learning from text with diagrams: promoting mental model development and inference generation. Journal of Educational Psychology, 98(1), 182-197.
Butcher, K
2006
Butcher, K. (2006). Learning from text with diagrams: promoting mental model development and inference generation. Journal of Educational Psychology, 98(1), 182-197.
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Two experiments investigated learning outcomes and comprehension processes when students learned about the heart and circulatory system using (a) text only, (b) text with simplified diagrams designed to highlight important structural relations, or (c) text with more detailed diagrams reflecting a more accurate representation. Experiment 1 found that both types of diagrams supported mental model development, but simplified diagrams best supported factual learning. Experiment 2 replicated learning effects from Experiment 1 and tested the influence of diagrams on novices’ comprehension processes. Protocol analyses indicated that both types of diagrams supported inference generation and reduced comprehension errors, but simplified diagrams most strongly supported information integration during learning. Visual representations appear to be most effective when they are designed to support the cognitive processes necessary for deep comprehension.
Experiment 1 demonstrated that both types of diagrams were useful tools for mental model development but that simplified diagrams best facilitated factual learning in the domain. Somewhat surprisingly, focused tests of learning outcomes showed that learners using detailed diagrams were statistically comparable with learners using only text when improvement in general knowledge and text memory was tested. No interaction between learner background knowledge and diagram effectiveness was identified. Contrary to expectations, high-knowledge learners did not benefit more from detailed diagrams. Results did show a strong multimedia effect when mental model development is considered alone, but, overall, learners appeared to be best supported by simplified diagrams when all learning outcomes were considered together.
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