Article Version of Record

The effect of layout and pacing on learning from diagrams with unnecessary text.

Author(s) / Creator(s)

Rop, G.
Schüler, A.
Verkoeijen, P. P. J. L.
Scheiter, K.
van Gog, T.

Other kind(s) of contributor

Leibniz-Institut für Wissensmedien

Abstract / Description

Summary: Although the presentation of extraneous (i.e., irrelevant or unnecessary) information hinders learning, it is unclear whether and how layout and pacing influence this effect. In two experiments, participants learned how the heart functions using four different layouts: a diagram presented without unnecessary text (diagram only), with unnecessary text separated from the diagram (separated) or integrated into the diagram (integrated), or with separated unnecessary text and the instruction to integrate (integration instruction). In Experiment 1, study time was self‐paced for half of the participants and system paced for the other half. There were no effects of layout and of pacing on learning, although system pacing was more effortful than self‐pacing. In Experiment 2, which was system paced and employed eye tracking, the integrated condition showed worse learning outcomes than the separated condition. Moreover, in the integrated condition, participants made more integration attempts between the unnecessary text and the diagram than in the separated condition.

Persistent Identifier

Date of first publication

2018

Journal title

Applied Cognitive Psychology

Volume

32

Page numbers

610-621

Publication status

publishedVersion

Review status

peerReviewed

Is version of

Citation

Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). The effect of layout and pacing on learning from diagrams with unnecessary text. Leibniz Institut für Psychologische Information und Dokumentation (ZPID). https://doi.org/10.23668/psycharchives.2534
  • Author(s) / Creator(s)
    Rop, G.
  • Author(s) / Creator(s)
    Schüler, A.
  • Author(s) / Creator(s)
    Verkoeijen, P. P. J. L.
  • Author(s) / Creator(s)
    Scheiter, K.
  • Author(s) / Creator(s)
    van Gog, T.
  • Other kind(s) of contributor
    Leibniz-Institut für Wissensmedien
  • PsychArchives acquisition timestamp
    2019-08-16T12:49:04Z
  • Made available on
    2019-08-16T12:49:04Z
  • Date of first publication
    2018
  • Abstract / Description
    Summary: Although the presentation of extraneous (i.e., irrelevant or unnecessary) information hinders learning, it is unclear whether and how layout and pacing influence this effect. In two experiments, participants learned how the heart functions using four different layouts: a diagram presented without unnecessary text (diagram only), with unnecessary text separated from the diagram (separated) or integrated into the diagram (integrated), or with separated unnecessary text and the instruction to integrate (integration instruction). In Experiment 1, study time was self‐paced for half of the participants and system paced for the other half. There were no effects of layout and of pacing on learning, although system pacing was more effortful than self‐pacing. In Experiment 2, which was system paced and employed eye tracking, the integrated condition showed worse learning outcomes than the separated condition. Moreover, in the integrated condition, participants made more integration attempts between the unnecessary text and the diagram than in the separated condition.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • Citation
    Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). The effect of layout and pacing on learning from diagrams with unnecessary text. Leibniz Institut für Psychologische Information und Dokumentation (ZPID). https://doi.org/10.23668/psycharchives.2534
    en
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/2158
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.2534
  • Language of content
    eng
  • Is version of
    https://doi.org/10.1002/acp.3445
  • Dewey Decimal Classification number(s)
    150
  • Title
    The effect of layout and pacing on learning from diagrams with unnecessary text.
    en_US
  • DRO type
    article
  • Leibniz institute name(s) / abbreviation(s)
    IWM
  • Leibniz subject classification
    Psychologie
  • Journal title
    Applied Cognitive Psychology
  • Page numbers
    610-621
  • Volume
    32
  • Visible tag(s)
    Version of Record