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
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Rop_et_al-2018-Applied_Cognitive_Psychology.pdfAdobe PDF - 555.51KBMD5: 93051312636f684e7c7c0666f3ab2fea
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Author(s) / Creator(s)Rop, G.
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Author(s) / Creator(s)Schüler, A.
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Author(s) / Creator(s)Verkoeijen, P. P. J. L.
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Author(s) / Creator(s)Scheiter, K.
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Author(s) / Creator(s)van Gog, T.
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Other kind(s) of contributorLeibniz-Institut für Wissensmedien
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PsychArchives acquisition timestamp2019-08-16T12:49:04Z
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Made available on2019-08-16T12:49:04Z
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Date of first publication2018
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Abstract / DescriptionSummary: 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
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationRop, 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.2534en
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/2158
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.2534
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Language of contenteng
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Is version ofhttps://doi.org/10.1002/acp.3445
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Dewey Decimal Classification number(s)150
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TitleThe effect of layout and pacing on learning from diagrams with unnecessary text.en_US
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DRO typearticle
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Leibniz institute name(s) / abbreviation(s)IWM
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Leibniz subject classificationPsychologie
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Journal titleApplied Cognitive Psychology
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Page numbers610-621
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Volume32
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Visible tag(s)Version of Record