Der einsatz von vorgegebenen und selbst generierten bildern als textverstehenshilfe beim lernen aus einem naturwissenschaftlichen sachtext
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Der einsatz von vorgegebenen und selbst generierten bildern als textverstehenshilfe beim lernen aus einem naturwissenschaftlichen sachtext. / Schwamborn, Annett; Thillmann, Hubertina; Leopold, Claudia et al.
In: Zeitschrift fur Padagogische Psychologie, Vol. 24, No. 3-4, 09.2010, p. 221-233.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Der einsatz von vorgegebenen und selbst generierten bildern als textverstehenshilfe beim lernen aus einem naturwissenschaftlichen sachtext
AU - Schwamborn, Annett
AU - Thillmann, Hubertina
AU - Leopold, Claudia
AU - Sumfleth, Elke
AU - Leutner, Detlev
PY - 2010/9
Y1 - 2010/9
N2 - Based on multimedia learning theories this paper investigated the benefits of provided pictures, based on models of self-regulated learning it also investigated the benefits of learner-generated pictures as aids for textcomprehension. Using a 2 × 2-factorial design with «picture provision» and «picture generation» as independent variables we examined the effects of both types of pictures on 9th graders' learning from a science text within a chemistry domain. To control for learning time, Study 1 was conducted with fixed and Study 2 with self-paced learning time. Results of Study 1 revealed main effects of «picture generation» and «picture provision» on retention and drawing test performance. Results of Study 2 revealed a main effect of «picture provision» on drawing test performance only and main effects of «picture generation» on retention, transfer and drawing test performance. The efficacy of provided and learnergenerated pictures is discussed in light of the variation of learning time.
AB - Based on multimedia learning theories this paper investigated the benefits of provided pictures, based on models of self-regulated learning it also investigated the benefits of learner-generated pictures as aids for textcomprehension. Using a 2 × 2-factorial design with «picture provision» and «picture generation» as independent variables we examined the effects of both types of pictures on 9th graders' learning from a science text within a chemistry domain. To control for learning time, Study 1 was conducted with fixed and Study 2 with self-paced learning time. Results of Study 1 revealed main effects of «picture generation» and «picture provision» on retention and drawing test performance. Results of Study 2 revealed a main effect of «picture provision» on drawing test performance only and main effects of «picture generation» on retention, transfer and drawing test performance. The efficacy of provided and learnergenerated pictures is discussed in light of the variation of learning time.
KW - Multimedia learning
KW - Pictures
KW - Self-regulated learning
KW - Text comprehension
KW - Psychologie
UR - http://www.scopus.com/inward/record.url?scp=78049283854&partnerID=8YFLogxK
U2 - 10.1024/1010-0652/a000018
DO - 10.1024/1010-0652/a000018
M3 - Zeitschriftenaufsätze
AN - SCOPUS:78049283854
VL - 24
SP - 221
EP - 233
JO - Zeitschrift für pädagogische Psychologie
JF - Zeitschrift für pädagogische Psychologie
SN - 1010-0652
IS - 3-4
ER -