Learning from Text and Graphics

in a World of Diversity

CONFERENCEGUIDE

July11th–13th2016

UniversityofGeneva,Switzerland

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Scientific Committee

• ShaaronAinsworth,UniversityofNottingham• FranckAmadieu,UniversityofToulouse• SandraBerney,UniversityofGeneva(co-chair)• MireilleBétrancourt,UniversityofGeneva(co-chair)• Jean-MichelBoucheix,UniversityofDijon• IvarBråten,UniversityofOslo• RaquelCerdán,UniversityofValencia• JenniferCromley,IllinoisUniversity• EricadeVries,GrenobleAlpesUniversity• BillieEilam,UniversityofHaifa• AlexanderEitel,UniversityofFreiburg,DepartmentofPsychology• SarahFabrikant,UniversityofZurich• JonathanGroff,CNRSI3LesMinesTelecomParistech• TimHoeffler,Christian-AlbrechtsUniversitätKiel• EricJamet,UniversitédeRennes2• BjorndeKoning,ErasmusUniversityRotterdam• TimKühl,UniversityofMannheim• DetlevLeutner,UniversityofDuisburg-Essen• RichardLowe,CurtinUniversity• AlfonsMaes,TilburgUniversity• LuciaMason,UniversityofPadova• GaelleMolinari,DistanceUniversitySwitzerland• MariaOpfermann,UniversityofDuisburg-Essen• Jean-FrançoisRouet,LACO-CNRS,Poitiers• LadislaoSalmeron,UniversityofValencia• KatharinaScheiter,Leibniz-InstitutfürWissensmedien(IWM),Tübingen• AnneSchüler,Leibniz-InstitutfürWissensmedien(IWM),Tübingen• NeilSchwartz,CaliforniaStateUniversityatChico• TinaSeufert,UniversityofUlm• HelgeI.Strømsø,UniversityofOslo• HuibTabbers,ErasmusUniversityRotterdam(co-chair)• MarijevanAmelsvoort,TilburgUniversity• JanvanderMeij,UniversityofTwente• PeggyvanMeter,PennStateUniversity• EduardoVidal-Abarca,UniversityofValencia

Organizing Committee

• MireilleBétrancourt(Chair,SIG2coordinator)• SandraBerney(co-chair)• JulietteDésiron(SIG2JUREcoordinator)• HuibTabbers(SIG2coordinator)

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Acknowledgements

Theorganizationofaconferenceisalwaysastressfuladventurebecauseofalltheverysmallthingsandalltheveryimportantissuesthathavetobeplannedandmanaged!FirstwewouldliketothanktheFacultyofPsychologyandEducationalScienceoftheUniversityofGenevaandtheEARLIofficefortheirkindsupport,inmakingthisconferencepossible.Wealsotaketheopportunitytothankoursponsors,theSwissNationalScienceFoundationandtheFondsGénéraldel'Université.Second,wearegratefultoalltheparticipantswhohavecomefromnearandfartopresenttheirworkandprovideusallwithsuchrichopportunitiesfordiscussion.Thisyear,wereceivedatotalof74submissionsby128differentauthorsfrom19differentcountries.Wewouldliketoaddressaparticularwarmthanktothemembersofthescientificcommitteefor theirparticipationandexpertise in thepreparationof this conference.Our tremendousgratitudegoestoKatharinaScheiter,LievenVerschaffelandMarcoHesselswhotooktimeintheirbusyscheduleandagreedtodeliverakeynotespeech,aswellastoallthepeoplewhoplaytheroleofsessionchairandtothemembersofthejuniorresearcherawardcommittee.Finally,abigthanktotheorganizingcommitteeandtheonsiteteam:withoutyourincrediblehelp,thisSIG2meetingwouldneverhavehappened!Toalltheparticipants,wehopeyouenjoyedtheexperienceasmuchaswedid.MireilleBétrancourt,SandraBerney&JulietteDésiron

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Venue Map

1. Uni Mail building

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2. Points of interest during the venue

(1) Trainstation“Cornavin”

(2) Conferencevenue:UniMail

(3) Galadinnerdeparture-CGNdock“JardinAnglais”

1.  Trainsta)on“Cornavin”2.  ConferenceVenueUniMail

3.  GaladinnerCGNboat“JardinAnglais”deck

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Practical information

1. Conference venue

Allthekeynotesandpaperpresentationswilltakeplaceatgroundlevel,inlectureroomsR080andR060.Theparallelsessions(Mondayfrom13:30to15:00),willtakeplaceinthreeadjacentroomsatgroundlevel(R060,R160andR170).ThepostersessiononTuesday(13:30to15:00)willbeatgroundlevel,intheLuncharea.YouwillbeabletostoreyourluggageonMondayandWednesdayinthe‘Wardrobe’.CoffeeandlunchwillbeservedintheLuncharea,neartheParkentrance.Lunchwillbeofferedinbuffetortake-awaybags,soyoucaneatyourluncheitherin-oroutside.

2. Proceedings

Allproposalsthatarepresentedattheconferencehavebeenputonthememorystickthatyouwillfindinyourconferencebag.Afullprogramincludingabstractsisprovidedonthewebsiteandinthisconferenceguide(p.8).

3. Reception

Mondayeveningfrom19:00to20:00,youareinvitedtoouropeningreceptionwithdrinksandlittlesnacksthatwilltakeplaceintheyellowlunchareaonthegroundfloor,Parkside.

4. Members meeting

YouareallinvitedtojoinouryearlySIG2MembersmeetingonMonday,from18:00to19:00(inR080).DuringthismeetingwewilllookbackatthepreviousyearandinformyouoffutureSIG2activities,suchastheEARLI2017ConferenceinTampere,Finland.

5. Conference dinner

OnTuesdayfrom18:45to23:00,youareinvitedtotheconferencedinnerthatwilltakeplaceonacruiseboat,departingfromthedock:“JardinAnglais”.Conferenceguideswilldepartfromtheconferencevenuetowalkyoutothedeparturesiteat18:00.

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6. Wifi

eduroamIfyourhomeUniversityisamemberoftheeduroamproject,youcanconnecttothiswifibyusingtheidentifierandthepasswordsuppliedbyyourorganization.Makesuretohaveyourcomputer,mobilephoneortabletconfiguredbeforehand.guest-unigeOnceconnectedtothiswifiyouwillberedirectedtowardsaportaltoregisterorauthenticate.Foryourfirstconnection,type inyourmobilephonenumber,thenclick“register”.�Youwillreceiveatextwithacode.Enterthecodeintheportalnextscreenandclick“login”.Thiscodeisvalidfor6months.

7. Guided city tour

OnWednesdayafternoon,aftertheconference,aguidedtourofGenevacitycenterwillbeoffered.Ifyouwouldliketojoin,pleasesubscribeattheinformationdesk.

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Program Overview – SIG 2 meeting 2016

Time Activity Page

Mon

day,Ju

ly11t

h

8:30-9:15 Registration

9:15-9:30 Opening&WelcomebyConferenceChairs(R080)

9:30-10:30 PapersessionA(R080)–chair:TinaSeufert 1

10:30-11:00 CoffeeBreak

11:00-12:30 PapersessionB(R080)–chair:Jean-MichelBoucheix 2

12:30-13:30 LunchBreak

13:30-15:00 Parallelsessions 3

Roundtable(R040)

WorkshopI(R170)

WorkshopII(R160)

15:00-16:00 KeynoteI:MarcoHessels(R060) 4

16:00-16:30 CoffeeBreak

16:30-18:00 PapersessionC(R060)–chair:AlexanderEitel 5

18:00-19:00 SIG2MemberMeeting(R060)

19:00-20:00 "Welcomedrink"reception(Luncharea)

Tuesday,Ju

ly12t

h

9:00-10:30 PapersessionD(R060)–chair:MarijeVanAmersvoort 7

10:30-11:00 CoffeeBreak

11:00-12:30 PapersessionE(R060)–chair:AlfonsMaes 9

12:30-13:30 LunchBreak

13:30-15:00 Postersession(Luncharea)–chair:MireilleBétrancourt 11

15:00-16:00 KeynoteII:LievenVerschaffel(R060) 22

16:00-16:30 CoffeeBreak

16:30-18:00 PapersessionF(R060)–chair:EricadeVries 23

19:00-23:00 Conferencedinner(cruiseboat)

Wed

nesday,July13

th

9:00-10:00 PapersessionG(R080)–chair:RichardLowe 25

10:00-10:30 CoffeeBreak

10:30-11:30 PapersessionH(R080)–chair:JulietteDésiron 26

11:30-12:30 KeynoteIII:KatharinaScheiter(R080) 27

12:30-13:00 JuniorResearcherAward&Closing(R080)

13:00-14:00 LunchBreak

14:00-16:00 Guidedtour(citycenter)

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Monday 9 :30 – 10 :30 - Paper session A

1. Compositionaldesignofanimationimprovescomprehensionofcomplexdynamics-

RichardLoweandJean-MichelBoucheix

ABSTRACT.Learnershavedifficultyindecomposingconventionallydesignedanimationstoobtainrawmaterialsuitableforbuildinghighqualitymentalmodels.AcompositionapproachtodesigninganimationsbasedontheAnimationProcessingModelwasdevelopedasaprincipledalternativetoprevailingapproaches.Itprovideslearnerswithpre-decomposedmaterialthatisstructuredandsequencedtofacilitatetherelationbuildingrequiredforeffectivementalmodelconstruction.Studyofacompositionalanimationthatpresentedmaterialinacontiguousfashionresultedinhigherqualitymentalmodelsofapianomechanismthannon-contiguousorcontrol(conventional)versions.Eyefixationdataindicatedthatthecompositionalanimationledtosuperiormentalmodelsbecauseitparticularlyfosteredrelationalprocessing.

2. DoesDrawingSupportMonitoringandControlProcessesDuringLearningfromText?-

KatrinSchleinschok,AlexanderEitelandKatharinaScheiter

ABSTRACT.Thepresentresearchinvestigateswhetheradrawingtaskimprovesmonitoringaccuracyandtakesacloserlookatthelinkbetweenmonitoringandcontrolprocessesduringlearning.Accuratemonitoringisessentialforcontrollingandregulatingone’slearningeffectively.Monitoringaccuracycanbeimprovedbyperforminganactivetaskafterlearning(e.g.,drawing).InStudy1,wecomparedaconditionwithdrawingtaskaftereachoneoffivetextparagraphswithacontrolconditionwithoutdrawingtask.Allparticipantsmadejudgmentsoflearning(Jols)foreachparagraphandselectedparagraphsforrestudying.Asexpected,drawingimprovedmonitoringaccuracy(strongerlinkbetweenJolsandperformance)andincreasedthelikelihoodofrestudyingparagraphsthathadnotbeenunderstood(Jolsmorepredictiveforreselection).InStudy2weinvestigatedwhetherthedrawingtaskwouldalsoleadtolongerrestudyingofparagraphsthathadnotyetbeenunderstood,therebyfosteringlearningoutcomes.

3. Dynamicspatialabilitiesandlearningfromanimations-LauriePorte,Jean-Michel

Boucheix,MireilleBétrancourt,RichardLoweandPatrickBard

ABSTRACT.Thispaperpresentspartofawiderprojecttocreate,validateandapplyacomprehensivedynamicspatialabilitytestsuitableforusewithlearningfromanimation.Fourtypesoftestitemweredevised(tworacetasksandtwointercepttasks)andtestedwithfortyundergraduateparticipants.Absoluteandrelativespeedoftheobjectsaswellastrajectorydirectionsweremanipulated.Taskperformancesandtheeffectofthemanipulatedfactorsarereported.Comparisonwithaconventionalstaticspatialabilitytestrevealedlittlecorrelation,suggestingthatdynamicspatialabilitycanberegardedasadistinctcapacity.

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Monday 11 :00 – 12 :30 - Paper session B

4. Gettingthemessageacross:Thelearningbenefitofenthusiasminonlinelectures–

HuibTabbers,RemyReurlingandJelcodeKievit

ABSTRACT.Doesteacherenthusiasmbenefitlearningwhenstudentswatchanonlinelecture?Althoughthisintuitivelyseemstomakesense,previousresearchwithvideomaterialonlyfoundeffectsonperceivedlearning,andnotonactuallearning.Inourstudy,74participantswatchedashortonlinelectureaboutthelifeofErnestHemingwayintheirhomesetting.IntheEnthusiasticcondition,thenon-verbalexpressivenessofthelecturerwashigh,whereasintheUnenthusiasticcondition,gesturesandvividintonationwereabsent.TheparticipantsintheEnthusiasticconditionratedthelecturerhigheronenthusiasm,effectivenessandinducedinterest.AndalthoughtheirperceivedlearningwascomparabletotheUnenthusiasticcondition,theirperformanceontheactualachievementtestwasmuchhigher.Thus,especiallyinnaturalisticsettings,teacherenthusiasmdoesseemtomatterforlearningfromonlinelectures.

5. TheRoleofCulturalBackgroundinthePersonalizationPrinciple:Experimentswith

CzechLearners-CyrilBrom,TerezaHannemann,TerezaStárková,EditaBromová&

FilipDěchtěrenko

ABSTRACT.Supplementingmultimedialearningmaterialswithinstructionsinaconversationalstyleratherthanaformalstylecanfacilitatelearning.Thisistheso-calledpersonalizationprinciple.Weinvestigatedwhetheraspecificlanguage/culturalbackgroundcouldpresentaboundaryconditionforthisprinciple.AcrossfourexperimentswithaCzechsample(N=278),wefailedtofindthesuperiorityofinstructionsinaconversationalstyle(d=0.07)inthecontextwherethissuperiorityhasbeenclearlydemonstratedforUSsamples(i.e.,shortinstructionalanimations;collegeandhighschoolaudiences).Twenty-ninepercentofparticipantswhoreceivedtheconversationalinstructionsexpressedexplicitreservationsregardingtheinstructionalstyle.Theresultsdemonstratethatlanguage/culturalbackgroundsindeedpresentaboundaryconditionforthepersonalizationprinciple.ThefindingscanbeexplainedbythegenerallymoreformalapproachtoeducationintheCzechRepubliccomparedtotheUSschoolingsystem.

6. InvestigatingVerbalRedundancyinLearningfromanInstructionalAnimation-

CharlotteVanHooijdonk&BjornDeKoning

ABSTRACT.Theredundancyprinciplestatesthatpresentingthesamewordsinanarrationandason-screentexthinderslearning.However,recentresearchshowsthatwhenredundantverbalinformationispresentedtonarratedmultimediapresentationsason-screenlabels,thereisgreaterlearningthanwhenthecompleteverballyredundanttextispresented.Thepresentstudyextendsthislineofresearchbyfocusingontheusefulnessofon-screenlabelsinananimationexplainingaproceduraltask.Theexperimenthada2x2x2between-subjectdesign(N=129)withnarration(yesvs.no),writtentext(yesvs.no),andon-screenlabels(yesvs.no)asfactors.Participantsstudiedafirst-aidprocedurefromananimationafterwhichtheyperformedanddescribedtheprocedure.Itisconcludedthatlearningperformanceincreasedwhentheanimationwaspresentedwithverbalinformation.On-screenlabelsimprovedlearning,especiallytogetherwithnarration,butnotmorethanwhencompleteverbalredundantinformationwasprovided.

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7. ExpandingtheDefinitionoftheExpertiseReversalEffect:TaskFeaturesandContent

FeaturesAlsoInteractwithLearnerKnowledge–JenniferCromley

ABSTRACT.Theexpertisereversaleffectinmultimedialearninghasbeendefinedasastimulus-designxlearnerknowledgeinteraction:theeffectofdesigndecisionsaboutthemultimediastimulusdiffersdependingontheknowledgelevelofthelearner.Inthisliteraturereview,Ilookcloselyintothisresearchandfindthatsomestudiesactuallyvarythetaskthatlearnerscomplete,whileholdingthestimulusdesignconstant,yieldingtaskxknowledgeinteractions.Otherstudiesactuallyvarythecontentovertime,whileholdingthestimulusdesignconstant,yieldingataskxknowledgeinteraction.Iconcludethissyntheticreviewwithideasforhowthisperspectivecanenrichdesigners’trainingandpractices,theory,andfutureresearch

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Monday 12 :30 – 13 :30 – Roundtable & Workshops

• Demonstratingdynamicstosupportlearningfromcomplexanimations–E-CIRGroup

ABSTRACT.Thisroundtablewillexplorethepotentialoflearnerdemonstrationstobeamoreeffectivealternativesupportstrategythanself-generateddrawingforimprovinglearningfromcomplexanimations.DiscussionwillbestimulatedbythreepresentationsreportingrecentworkoftheEARLICenterforInnovativeResearch‘DrawingforLearningfromAnimation’andkeyfocusquestionsarisingfromthatresearch.Thepresentationswillcovertheprocessingchallengesposedtolearnersbyrequiringthemtoself-generateddrawingsfromcomplexanimations,howthesechallengesmaybeamelioratedbyinsteadhavinglearnersperformdemonstrationswithmanipulablemodels,andempiricalinvestigationsoftheeffectivenessofsuchdemonstrationswithrespecttotwodifferenttypesofsubjectmatter.KeythemesforthisroundtablearethecentralimportanceofextractingdynamicinformationtosuccessfulprocessingofanimationsandhowlearnerdemonstrationsrelatetotheAnimationProcessingModel(Lowe&Boucheix,2008).• Constructivevisualizations,digitaldesignandfabrication–DanielSchneider

ABSTRACT.Physicalvisualizations(orphysicalizations)canpromotecognitionthroughavarietyofmechanisms,notablyeasierperception,hands-onmanipulationandenhancedinteractionwithotherparticipants.Wecandistinguishseveraltypesofphysicalvisualizations,accordingtothreedimensions:active/passive,kit/whole,digitallyenhanced/nondigital.Inthisworkshopwewillfocusontwokindsofvisualizations,non-digitalconstructionkitsandwholevisualizations.Inthisworkshopwefirstwillpresenttheconceptsofphysicalvisualizationandconstructionkitanddiscussafewexamplesthatareeitherteacherorlearner-centric.Thenwewillintroducesometechnicalprinciplesofdigitaldesignandfabrication,beforediscussingthepracticalrequirementsforteachersand/orstudentstolearnandusedigitaldesignandfabricationtechnology.Finally,wewillengageparticipantsinsomeprototypingactivity.• Meta-analysis–SandraBerney

ABSTRACT.Everythingyoueverwantedtoknowaboutmeta-analyses.Well,almost…!Withtheexpandingvolumeofliterature,meta-analysis,aformofsystematicreview,hasbecomeindispensableinresearch.Itisasetofstatisticalmethodsthatcombinesandcontrastsresultsobtainedfromindependentstudies,withthegoalofidentifyingpatternsortrendsamongstudyresults,toaddresslarge-scaleandcomplexscientificissues.Meta-analysissynthesizestheresultsofpreviousstudiestoproducemorepowerfulconclusions.Thisworkshopprovidesanintroductiontometa-analysis:basicinformation–nottoomuchstatisticaldetails–onhowtoreadandinterpretmeta-analyses• whatismeta-analysis• howtoconductameta-analysis• searchingforrelevantresearcharticle• datacodingandextraction

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Monday 15 :00 – 16 :00 – Keynote I

• Inarelationship"understanding"isbetterthan"pretty"andyoucanseeitintheeyes!

Usingeye-movementregistrationforanalyzingreasoningprocesses.

MarcoHessels,FacultyofPsychologyandEducation,UniversityofGeneva,Switzerland&North-WestUniversity,Vanderbijlpark,SouthAfrica

ABSTRACT.Withinthedynamicassessmentparadigm,itisassumedthatpersonsgenerallydonotshowtheiroptimalperformanceinatest,becausetheydonotfullyunderstandwhatisexpectedfromthemanddonotknowwhichthinkingprocessestheyhavetomobilize.Thinkingprocessesmayalsobeunderdeveloped,becausetheyhavenever(orrarely)beentrainedpreviously.Thisimpliesthatpersonsmayunderperformontasks,notbecausetheyareunable,butsimplybecauseimplicitassumptionsunderlyingtestperformancehavenotbeenmet.Youngchildren,forinstance,regularlyindicatetheyhavechosenacertainresponsealternative,becauseitispretty.However,thereasoningtestspresumethatthestudentspicktherightanswer,basedontheapplicationofreasoningprocesses.Inadynamicassessmentprocedure,personslearntoengageintheprocessesneededforproblemsolvingduringtraining,andtheintra-individualvariabilityineffectiveuseoftheseprocessesatposttestisindicativeoftheperson’slearningcapacity.Thisassumptionisbasedontheobservationofaugmentedscoresatposttestinthetrainedgroup.Weusedacomputerizedtestofanalogicalreasoning,theHesselsAnalogicalReasoningTest(HART)toevaluatethechangesinanalogicalproblemsolvingbehaviorasaresultoftraininginprimaryschoolstudentswithandwithoutlearningdifficultiesandadolescentswithmildintellectualdisability.Eyemovementdatamadeitpossibletoshowthatproblemsolvingbeforetrainingwasoftennotguidedbyreasoningprocesses,butthatthetrainingindeedincitedthesepersonstoengageintheappropriateproblemsolvingprocesses.Atposttest,thestudentsshowedmorestructuredinspectionpatterns,more“intelligent”comparisonsandspentmoretimeencodingtheinformationinthematrix,thusconfirmingtheconstructvalidityofthedynamicposttest.

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Monday 16 :30 – 18 :00 – Paper session C

8. Theeffectofattentioncueinginmolecularanimationtocommunicaterandommotion

–JodieJenkinson,StuartJantzen,AndreaGauthierandGaelMcgill

ABSTRACT.Molecularanimationsarecommonplaceintoday’sundergraduatebiologyorchemistryclassroom,whilestudiesexaminingtheirefficacyreportmixedresults.Thisstudyexaminestechniquesforcallingattentiontotherandommovementsoftwoproteinswithinacrowdedmolecularenvironment,whilesimultaneouslydepictingabindingevent.Participants(n=148)watchedoneoffiveanimationswithorwithoutadditionalvisualcueshighlightingthemovementsoftwobindingproteins.Wehypothesizedthatoneofthefourcuedtreatments(linearpath,velocityvectors,ghosting,andheatmap)wouldprovidestudentswithimportantinsightsaboutthestochasticnatureofmoleculareventswithoutimpedingtheirabilitytofollowthebindingprocess.Multiplechoicepreandpost-testmeasureswerecollectedusingiClickers.Whileadditionalcueingstrategiesdidmoderateparticipants’understandingofinteractionstheyfailedtocorrectpriorconceptionsrelatingtothestochasticnatureofmolecularenvironments.

9. Readinggraphs.Theroleoflengthandareaincomparingquantities–Annemarie

Quispel,AlfonsMaesandJoostSchilperoord

ABSTRACT.Studiesinvestigatingtheusabilityofbarvs.piegraphsshowcontrastingresultsandresearchersdisagreeaboutwhichperceptualfeaturesareprimarilyresponsiblefortheireffect.Intwostudies,weofferevidencefortheroleandtheeffectoftwocrucialperceptualfeaturesinreadinggraphs:lengthandarea.Inanevaluationstudy,weexaminedwhichfeaturesareactuallyperceivedbynon-expertusersasrepresentingquantity.Resultsshowthattheirjudgmentsarelessclearcutthantheassumptionsofresearchers.Formostgraphs,morethanonefeaturewasperceivedtoplayaconsiderablerole,andoverall,areawasperceivedtoplayamorecrucialrolethanlengthinthemajorityofgraphs.Thestudyprovideduswithaclassificationofgraphtypesbasedontheroleofthesefeatures.Inasecondstudy,weaskedrespondentstomakesimpleandmorecomplexcomparisonsbetweenquantitiesinagraph.Performancewasmoreaccurateandefficientwithlengththanwitharearepresentingquantity,butonlyincomplexcomparisons.

10. HeartRateReactivityandTextComprehensionasafunctionofReadingGoals–Sara

Scrimin,MartinaFerranteandLuciaMason

ABSTRACT.Therelationshipbetweenphysiologicalresponsesduringreadingandtextcomprehensionshasreceivedveryscantattention.Thepresentstudyaimedtoexamineundergraduates’heartratereactivitywhiletheyreadascienceinformationaltextinoneoftworeadinggoalconditions:toreadforthemselvesortoreadtoanswertoatleast50%ofthepost-readingquestionstogaincoursecredit.Gender,priorknowledge,topicinterestandself-perceptionofknowledge,andfinalgradeattheendofhighschoolwerealsoconsideredascontrolvariables.Findingsrevealedthatinthereadingconditionfocusedongoodperformance,studentshadlargerheartratereactivityreflectingphysiologicalarousal,acomponentofengagement.Theyalsocomprehendedthetextbetter.Moreover,itemergedthatthecardiovascularresponsetotextreadingpartiallymediatedtheeffectofreadinggoalconditionontextcomprehension.

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11. GeneratingTitlestoDecoratedGraphs–IritAharonandBillieEilam

ABSTRACT.Decoratedgraphsarecommonlyusedforcommunicatingquantitativeinformationinmassmediaandschooltextbooks.Thepresentstudyinvestigatedthepossibleeffectofpictorialdecorationsonstudents’self-generatedtitlesforgivengraphs.Fourgroupsof8thgradersparticipatedinthestudy(totalN=120boysandgirls).Allgroupsreceivedthesamesetofgraphscomprisingpie,barandscattergraphs.Threegroupsreceiveddecoratedgraphsandone(control)receivedplaingraphs.Nodifferencesinmeantitlescoreswerefoundbetweenresearchandcontrolgroups.Nevertheless,differencesinperformancepatternsbetweenlow-mediumachieversandhighachieverssuggestapossiblehinderingeffectofdecorativeelementsonstudentsgraphcomprehension.Thesefindingsbeardirectimplicationsforthedesignoflearningmaterials.

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Tuesday 9 :00 – 10 :30 – Paper session D

12. ReadingattitudesandtextcomprehensionofFinnishandSpanishpupils:a

comparativestudy-RuthVillalon,TuulaMerisuo-Storm,AngelesMelero,Belen

Izquierdo-MagaldiandMarjaanaSoininen

ABSTRACT.Positiveattitudestowardsreadinghavebeenassociatedtobettertextcomprehension.However,researchhasnotbeenconclusiveenoughaboutthisissue,especiallyatthebeginningoftheschooling.Thisworkfocusesontheliteracyattitudesofpupilsfromtwodifferentcountriesjustatthetimewhentheystarttolearntoread.Theparticipantswere1257firstandsecondgradersfromSpainandFinland.Resultsshowthat,ingeneral,pupilsholdapositiveattitudetowardsliteracy.However,girlstendtoholdmorepositiveattitudesthanboysandfirstgradersthansecondgradersinbothcountries.Furthermore,SpanishpupilsmaintainmorepositiveattitudesthantheirpeersinFinland.However,readingattitudesarenotrelatedtoreadingachievementneitherinSpainnorinFinland.Fromthesefindings,someeducationalimplicationsarediscussed.

13. ResolvingExpertDisagreement–AlexandraList

ABSTRACT.Thisstudyexaminedhowparticipantsreconcileddisagreementsbetweenexpertsontwocontroversialtechnologytopics(i.e.,whetherornotemployersshouldbasemanagementdecisionsonemployees’socialmediaaccounts;thebenefitsanddrawbacksofvideogamesintheclassroom).Threeprofilesofreconcilingexpertdisagreementwereidentified.Participantseither(a)ignoredexpertdisagreement,(b)acknowledgedexpertdisagreementandultimatelydecidedinfavorofonepositionoranother,or(c)qualifiedexperts’positionstoreconcileconflict.Themodeofreconcilingexpertdisagreementwasfoundtobeassociatedwithparticipants’epistemicbeliefsaboutauthorityasthesourcesofknowledge.Further,modeofreconcilingexpertdisagreementwasfoundtobeassociatedwithparticipants’certaintyintheirownposition,followingreadingtwoconflictingexperttexts.

14. Visualizationsofculturalsymbolsandvaluesinarewardallocationtask-EmelineAh-

Tchine,EricadeVries,NeilSchwartz,UlrichLudewigandAnnaBartel

ABSTRACT.Researchhasnotfocusedonpossiblesideeffects,onlearningorproblemsolving,ofseeminglytrivialillustrationsintextbooks.Inthisstudy,wequestiontheinfluenceofvisualizationsofculturalsymbolsandvaluesinarewardallocationtask.ParticipantswereexposedtovisualizationswhichrepresentedAmericanorneutralculturalconcepts,inconjunctionwiththeprinciplesofdistributivejustice:equityorequality.Participantsthencompletedarewardallocationtask.TheresultsshowedaninfluenceofAmericanculturalsymbolsontheoutcomeofrewardallocationbutwhennodistributivejusticeprinciplewasinvolved.However,visualizationoftheprinciplesofdistributivejusticedidnothavetheexpectedeffectonrewardallocation.Moreresearchisneededtoinvestigatetheinfluenceofthesetypesofvisualizationsandtodefinetheirroleintaskperformance.

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15. LearningwithMultipleRepresentationsinRayOptics:AContributiontoUnderstanding

BasicConcepts-RosaHettmannsperger,AndreasMüller,WolfgangSchnotzand

JochenScheid

ABSTRACT.Aparticulardifficultyinphysicslearningisthefactthatpupils’“intuitive”conceptsareoftenresistanttoinstruction.Twoquasi-experimentalconditions(TGAandB)wereimplemented(N=511),thatdifferedwithregardtotheextentofcognitiveactivationwhiledealingwithmultiplerepresentationsandwidespreadintuitiveconcepts.Bothconditionswerecomparedwitheachotheraswellaswiththeresultsofacontrolgroup(CGC)learningwithconventionaltasks(N=218)providedbyarelatedstudyII.Resultsfrommultilevelanalysisindicatedthattasksaddressingwidespreadintuitivepupils’conceptsimprovedconceptualunderstandingsignificantlymorethanconventionaltaskshowingmedium-termstability.

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Tuesday 11 :00 – 12 :30 – Paper session E

16. MentalComparisonsofMagnitudes:Numericalvs.GraphicalFormat-MartinGalilee,

EricadeVriesandNeilSchwartz

ABSTRACT.Likenumbers,lengths,anddurations,valuesofenergyconsumptionaremagnitudes.Amagnitudecanbepresentedingraphicalornumericalformat.Numericalandofflinecognitionresearchsuggestthatpresentationformataffectsinternalrepresentationsandofflinecognitiveprocesses,makingdifferentformatsbettersuitedfordifferenttasks.Inanempiricalstudyon92participants,wedeterminedthatpresentingenergyconsumptioninanumericalformatwasbettersuitedfordirectrecall,whereasagraphicalformatwasbettersuitedforofflinementalcomparisons.Thisconfirmsthehypothesesandsuggeststheuseofgraphicalratherthannumericalpresentationformatsforenergyconsumption.

17. InfluenceofAppearance-basedTraitInferencesofCandidateFacialMorphologyon

ComprehensionofConflictingTextContent–AnnaBartel,NeilSchwartz,NeilJacobson

andJaninaLehmann

ABSTRACT.Researchhasshownthatapoliticalcandidate’ssuccessisbasedonadecisionthattakeslessthanonetenthofasecondtomake.Voterscanmakethesequickjudgmentsaboutpoliticalcandidatesbasedontheirfacialmorphology—specifically,competence.Theperceptionoffacialcompetenceisthestrongestpredictorofelectoralsuccess,whichsuggeststhatvotersrelyheavilyonfacialappearancewhendecidingwhichcandidatetovotefor.Thepresentinvestigationaimstospecificallyanalyzehowthecompetenceandgenderofapoliticalcandidatecombinedwiththecompetenceandgenderofthecandidate’scompetitorinfluencesperceptualmeasuressuchasoverallimpression,andcandidatecharacteristicsremembered;aswellasbehavioralmeasuressuchasthemagnitudeofafinancialdonationtoacandidate’scampaign.Resultsindicatethatperceptionsofacandidateareinfluencedbythecompetencelevelandgenderofthecompetitorwhomthecandidateiscompetingagainst.

18. LearningonMulti-TouchDevices:Don’tCoverTextsandTouchPicturesLongEnough!-

BirgitBrucker,AmelieEhrmannandPeterGerjets

ABSTRACT.Priorresearchindicatedthatstimulipresentednearthehandsareprocesseddifferently:visuospatialprocessingisfostered,whereassemanticprocessingisinhibited.Thisfollow-upstudyinvestigatedthisissueduringmulti-touchinteraction.Participantsinteractedwithpaintingsandtextsonamulti-touchtableandwererandomlyassignedtooneoftwoconditions(hand-proximity:nearvs.far).Theyeithertouchedtheobjectsdirectly(near)ormanipulatedtheobjectsindirectlybytouchingplaceholdersoftheobjects(far).Moreover,thetimeofcontactbetweenthehandsandtheobjects/placeholders(durationoftouch)wasconsidered.Resultsshowedforlearningaboutvisuospatialinformationaninteractionbetweenhand-proximityanddurationoftouch:Visuospatiallearningwasfosterednearthehands,butonlyforlongertouch-durations.However,learningaboutsemanticinformationwasinthisstudyincontrarytoapreviousstudynotinfluencedbythemanipulationofhand-proximity.Theresultsandimplicationsforinteractionsonmulti-touchdisplaysarediscussed.

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19. SignalingText-PictureRelationsinMultimediaLearning:TheInfluenceofPrior

Knowledge-JulianeRichter,KatharinaScheiterandAlexanderEitel

ABSTRACT.Thesignalingprinciplestatesthathighlightingcorrespondencesintextandpicturesupportslearningfrommultimediamaterials.Arecentmeta-analysiswithmostlylabstudiesrevealedthatthedomain-specificpriorknowledgeoflearnersmoderatesthesignalingeffect.Toinvestigatetheinfluenceofpriorknowledgeontheeffectivenessofsignalinginanecologicallyvalidcontext,weconductedafieldstudywith8thgradersinschools.Theylearnedeitherwithadigitaltextbookcontainingmainlytextsignalsoradditionalmultimediasignalsaimingatsupportingintegrationoftextandpictures(e.g.,colorcoding,deicticreferences).Resultsrevealedthatlowpriorknowledgelearnersprofitedfrommultimediaintegrationsignalswhereastheseadditionalsignalsweredetrimentalforthelearningperformanceofhighpriorknowledgelearners.Thisresultisinlinewiththeexpertisereversaleffectandmightberelevantforthedesignofmultimediamaterialandtheusageofindividualizedinstructionsindigitallearningenvironments.

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Tuesday 13 :30 – 15 :00 – Poster session

1. Drawingthebody:Medicalstudentsdevelopingunderstandingoftheheart-Dimitrios

Panagiotopoulos,ShaaronAinsworthandPeterWigmore

ABSTRACT.Thisstudyexplorestheuseofdrawingtoassessmedicalstudentsunderstandingofanatomy.981styearmedicalstudentsdrewthefeaturesofthehearteitherpreorpostwholebodydissection.Inaddition,463rdyearsonclinicalplacementweregiventhesameinstructions.Drawingswerecodedforinformationalcontentandforrepresentationschoices.Wepredictedthat3rdyearswouldscorehigherthan1styearsandthatdissectionwouldimprovedrawings.Analysisbytwo[3by1]MANOVAsdidnotconfirmthesepredictions.Whilst3rdyearsdrewtheshapeoftheheartmoreappropriately,specificstructureswerelessaccurate,and1styearsdrewtheheartmoreaccuratelypriortothanpostdissection.Wesuggestthatstudentscamewithexpectationsformedbytextbooksandpopularculture.Dissectiondidnotimmediatelyimprovetheseinaccuratemodels;ifanythingitservedtodestabilizetheirunderstandingwithoutreplacingitwithanythingmorecorrect.

2. ComprehensionofInfographics–MarijeVanAmelsvoort,NaomiKamoenandJanneke

vanderLoo

ABSTRACT.Infographicscombinetextwithimagestorepresentcomplexdata.Sincecombiningtextandpictureshasproventobefruitfulforlearning,infographicscouldbetoo.Althoughinfographicsarecommonlyusedandsaidtobeefficient,hardlyanyresearchhasbeendoneonhowpeopleusethiscombinationoftextandimagestounderstandinformation.Wedon’tyetknowwhether,andifso,how,infographicsareabletogiveinsight.Weasked128participantstothinkaloudwhiletryingtounderstandthreeinfographicsonenvironmentalissues.Resultsofthethink-aloudprotocolswillbepresentedinGeneva.

3. MeasuringQualityandUseofReadingStrategies:DevelopmentandValidationofFour

Instruments-MirjamMekhaielandJean-LouisBerger

ABSTRACT.Wehavedevelopedfourresearchinstrumentsinthecontextofastudyonreadingstrategiesamongfirstyearuniversitystudents.Inordertoassurequalityandreliabilitywhenassessingstrategyuse,validatedinstrumentsarehighlyvalued.Rubricswillbeusedtomeasurestudents’actualstrategyuseanditsquality,whereastheirperceptionoftheirstrategyusewillbemeasuredthroughaself-reportquestionnaire.Thispresentationwilldescribethedevelopmentandvalidationprocessoftheseinstruments.

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4. Learningfrominteractivevisualizationsinamultiple-representationalalgebra

simulationgame-DeniseSutterWidmer

ABSTRACT.Weinvestigatedwhethertranslatingaproblemintoanequationcanbefacilitatedbydynamicandinteractivevisualizationfornovicelearners.Asimulationgamewasdesignedtosupportstudents’learningbyprovidingaconcreterepresentationofawordproblemthatwasrelatedtoanequation.Twoexperimentalgroupstestedeachoneadifferentversionofthegameandwerecomparedtoacontrolgroup.IntheVisualizeCondition,studentscouldvisualizetherelationbetweentheconcreterepresentationandanequationwhereasintheCheckcondition,thelearnerscouldverifyanequationbutwithoutlinkingitvisuallywiththeconcreterepresentation.Othermeansofvisualizationwerealsoprovidedtofacilitatestudents’learningwhichprovedtobeefficient.Theresultsshowthattheuseofvisualizationtoolsdealingwithonerepresentationatatime,ratherthantwo,leadtobetterunderstandingandlearningoftranslatingawordprobleminanequation.

5. RevealingVisualPerceptionProcessesandRepresentationalCompetencewith

PhylogeneticTreesasModelsofandforEvolution-IngaUbben,SandraNitzand

AnnetteUpmeierZuBelzen

ABSTRACT.Modelingevolutionaryrelationshipsamongorganisms,phylogenetictreescanbeeitherusedasmodelsofexistinghypothesesorforthepredictionofnewhypotheses.Accordingly,theycanbeappliedasmediumandmethod,respectively,demandingdifferentlevelsofmodelcompetence.Usingandreflectingrepresentationsofthesebiology-specificmodelsrequirerepresentationalcompetence.Sofar,studiesindicatestudentsbeingmostoftenonalowlevel.Asphylogenetictreesarehighlyvisualrepresentations,ouraimistoinvestigatetheconsistencyofstudents’visualperceptionandtheirverbalreasoningwhenworkingontasksaboutevolutionaryrelationships.Furthermore,weexaminetheimpactofthescenarioinwhichaPTasamodelisusedonstudents’visualperceptionandverbalreasoning,respectively.Ourstudywilluncovervisualprocessesduringtreereadingandstudents’levelsofrepresentationalcompetencewhenhandlingPTseitherasmedialormethodicalmodels.

6. StudyingtheRelationshipbetweenReadingMotivation,ReadingComprehensionand

StudentCharacteristicsinSecondaryEducation:aSecondaryAnalysisofFlemishPISA

2009Data-AmélieRogiersandHildeVanKeer

ABSTRACT.Giventhelimitednumberofstudiesaddressingsecondaryschoolstudents’intrinsicreadingmotivationandreadingcomprehensionandtherebytheimpactofstudentcharacteristics,theaimofthepresentstudyistoexaminetherelationshipbetweenintrinsicreadingmotivationandreadingcomprehensioninsecondaryschoolstudentsandtoclarifywhetherthisrelationshipismoderatedbystudents’gender,educationaltrack,socio-economicstatus,andhomelanguage.Topursuethisaim,asecondaryanalysiswascarriedoutonPISA2009data.Moreparticularly,dataof4269Flemish15-yearoldswereexaminedbymeansofmultilevelmodeling.Theresultsprovideevidenceforthesignificanceoftherelationbetweenintrinsicreadingmotivationandreadingcomprehension.Further,girls,socio-economicadvantagedstudents,andstudentsinthegeneralsecondaryeducationtrackreportedhigherlevelsofintrinsicreadingmotivationandreadingcomprehension.Homelanguagewassignificantlyandnegativelyrelatedtostudents’intrinsicreadingmotivation,butnottotheirreadingcomprehension.

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7. Impactofemotionalprosodyandindividualinterestinlearningfrominstructional

animation-AudreyBerthonandMireilleBetrancourt

ABSTRACT.Whilelearningcanelicitstrongpositiveandnegativeemotions,learners’emotionalandmotivationaldispositionsduringlearningisbelievedtostronglyaffectlearningoutcomes.Inthisexperimentalstudy,30participantslearnedwithoneoftwoversionsofaninstructionalanimationofferinganintroductionanimationtoquantumphysics.Inthepositiveversion,thecommentarywasnarratedwithahappytonewhereasintheneutralversion,thenarrationwasnarratedwithaneutralprosody.Theparticipants’levelofindividualinterestforPhysicswasmeasuredpriortotheexperiment.Theresultsshowedthatparticipantswithhighinteresthadbettercomprehensionscoresandexperiencedmorepositiveandlessnegativeemotionsthanparticipantswithlowinterest.However,noeffectofemotionalprosodywasfound,exceptonfrustrationandinterest.

8. InterpretingDataGraphics:VisualClutterandComprehensionofClimateChange-

JordanHarold,KennyCoventry,IreneLorenzoniandThomasShipley

ABSTRACT.Althoughgraphicsofdatacansupportcommunicationofcomplexscientificissuessuchasclimatechange,complexgraphicscanbedifficultfornon-expertstounderstand.Comprehensionproblemsmightinpartbecausedbyvisualcomplexity,suchasvisualclutter.Usingasort-task,wecomparednon-experts’judgementsofcomprehensiondifficultyoftenreal-worldclimatesciencegraphicswiththevisualclutterofthegraphics,measuredbysubbandentropy(N=38).Wefoundstrongagreementbetweenparticipants’rankings,W=.473,p<.001;andamoderatetolargepositivecorrelationbetweenvisualclutterandperceivedcomprehensiondifficulty,Tc=.399,p<.001,especiallyforabstractrelationalgraphs,Tc=.622,p<.001.Greatervisualclutterwasassociatedwithgreaterperceivedcomprehensiondifficulty,suggestingthatthedegreeofperceptualorganizationofagraphicinfluencescognition.Thevisualclutterofagraphicmightthereforehelppredictdifficultieswhennon-expertsaretaskedtoquicklyunderstandtheircontent.

9. Theroleofcomprehensionabilityinmultimedialearning-JulietteDésiron,Mireille

BétrancourtandEricadeVries

ABSTRACT.Readers’abilitytocomprehendatextisoftenmistakenfortheirreadingskillsorforwhattheylearnfromatextandthusitsassessmentremainsdifficult.Theaimofthisresearchistocomparethreetestscurrentlyusedtoassesstextcomprehension,inordertodeterminewhichtestbetterpredictsreaders’abilitytocomprehendanexplanatoryinstructionaldocument.Thematerialisamultimediadocumentincludingatextofhighorlowcohesion,withstaticpictures.Thisisanongoingstudyforwhichdatawillbecollectedinspring2016.Theresultswillfacilitatetheassessmentofreaders’comprehensionabilityasapre-testmeasureforfutureresearchinmultimedialearning.

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10. TactilePicturesintheTangibleIllustratedBooksforBlindPeople:ABriefReviewofCognitiveStudies-DannyelleValente,EdouardGentazandAnneTheurel

ABSTRACT.Thecreationoftactilepicturesforblindpeopleisafieldthathasseensomerealprogressoverthelastfewyears.Theconceptof“tactilepicture”coversawholerangeofdeviceswhichreproducedifferentkindsofvisualcontentwhentouched,likepaintingsandillustrationsinchildren’spicturebooks.Nevertheless,inorderfortheseimagestobeusedinpedagogy,theymust,aboveall,beunderstandable.Inthispaperwepresentareviewofcognitivestudiesaboutblindpeople’scomprehensionoftactilepictures.Thesestudieshavebeenmajorcontributorstoourunderstandingofhowoursenseoftouchworks.Theyhavealsoallowedustodefinewhichmaterialorformalpropertiesarethemostimportantinrealobjects,inordertohelpdesignerstranslatetheseelementsintotactileillustratedbooksforblindchildren.

11. InstructionalusesofhypervideosinVocationalEducation-AlbertoA.P.CattaneoandFlorindaSauli

ABSTRACT.Inrecentyearstherolehypervideocanplayinfosteringlearninghasconsiderablyincreased.Differentscholarspointedoutthattheuseofitsinteractivefeaturescanbeavaluableinstructionalstrategytosupportlearning.However,thisstrategyisoftenlimitedtoindividualsettings,wherestudentsuseitalone.Otherusesofhypervideoforlearning,aswellastheirimplementationinauthenticclassroomshavebeenpoorlyinvestigatedsofar.Thisstudyaimstotestfourdifferentinstructionalusesofhypervideoinvocationalschoolcontexts.Fourclasses(N=38)offirst-yearstudentsfromaclothing-designcurriculumwereinvolved,assignedtofourconditionswithrespecttotheuseofhypervideo:plenarylesson,individualuse,authoringthehypervideoingroups,andnohypervideo(controlgroup).Resultsshowthathypervideorepresentsaneffectivewaytolearnandanincentiveforstudent'smotivationandgiveusefulindicationforteachers/trainerswillingtousehypervideosintheirpractice.

12. Criticalthinkingprofilesandcomprehensionofmultipletexts:athink-aloudstudy-

ChristianTarchi

ABSTRACT.Thisstudyexploresthecontributionofthinkingstyleandcriticalthinkingskillstothecomprehensionofmultipledocumentsthroughathink-aloudprocedure.Twenty-fiveItaliancollegestudentswereassessedintermsofpriorbeliefs,topicinterest,rational-experientialthinking,criticalthinkingskills,andtopicknowledge.Then,theywereaskedtoreadsixdocumentsonfluvaccinationandtothink-aloud.Protocolswerecodedforreadingcomprehensionandepistemiccognitionactivity.Studentswerealsoaskedtowriteanessayonfluvaccination.Weidentifiedtwoprofiles,experientialversuscritical-rationalthinker.Critical-rationalstudentsshowedmoreepistemicactivitywhenengagingwithcontroversialtexts,reportedmoresourcesintheiressayonthetopic,andshowedbettermemoryoftheoriginalsourcesthantheexperientialstudentsdid.

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13. Textandgraphsincompetenceassessment:Whataretheimplicationsofmultimedia

researchforcompetenceassessment?-UlrichLudewigandKathariaScheiter

ABSTRACT.Weproposecognitivecompetencemodelsoftextandgraphcomprehensionthataretheoreticallymotivatedandtakedepthofunderstanding,taskcontentandthetypeoftaskresponseintoaccount.TheresultingitemsshouldaddresscognitiveprocessesthataredefinedbytheConstruction-IntegrationModel(Kintsch,1988)andModelofText-PictureIntegration(Schnotz&Bannert,2003).Theassessmentoftextandgraphcomprehensionshouldincludetasksthataddresscognitiveprocessesspecifictotextandgraphcomprehension,suchasmappingbetweendifferentmentalrepresentations.Weproposethreecognitivecompetencemodelsthatputafocusondifferentcognitiveprocesses.Thesecognitivecompetencemodelscouldcontributetothediscussiononconstructvalidityineducationalassessment.

14. Dynamicvs.StaticVisualizationsforLearningProceduralandDeclarativeInformation-

SavannahLoker,EricadeVriesandAmyFox

ABSTRACT.Thisstudyinvestigatestheuseofstaticvs.dynamicvisualizationsforlearningdeclarativeandproceduralinformationaboutcomputernetworks.Previousresearchhasnotprovidedaconsensusonwhendynamicandstaticvisualizationsaremostappropriateforlearning,howevertheliteraturepointstodifferencesbetweenthetwotypesofvisualizationsfortheacquisitionofdeclarativeandproceduralknowledge.Theresultsofthisstudysuggestthatdynamicvisualizationsaremoreappropriateforlearningaproceduraltaskthanstaticvisualizations.

15. ImprovingLearningwithTextsbyLearner-generatedDrawing:EffectsofTextCohesion

andPriorKnowledge-JuliaKnoepke,TobiasRichterandLukasLutz

ABSTRACT.Learner-generateddrawingstimulatesdeeptextcomprehensionand,thereby,promotestext-basedlearning.Bydrawingillustrationsoftextcontents,learnersactivelyengageinelaborativecomprehensionprocessessuchasidentifyingknowledgegaps,drawinginferences,andcomprehensionmonitoring.Weassumethatstimulatingtheseprocessesisparticularlybeneficialforlearningwithlow-cohesiontexts,giventhatsufficientpriorknowledgeisavailable.Thepresentstudyinvestigatedtheeffectoflearner-generateddrawingasafunctionoftextcohesionandpriorknowledge.Learnerswerepresentedwithahigh-orlow-cohesiontext.Halfofthemwereinstructedtodrawthetextcontentsduringlearning.Learningefficiencywasassessedviaamultiple-choicetest.Resultssuggestthatlearnersbenefitmorefromhigh-comparedtolow-cohesiontexts.Moreover,learner-generateddrawingimprovedlearningwithtextsforlearnerswithhighpriorknowledge.Weconcludethatlearner-generateddrawingpromotestext-basedlearningbystimulatingcomprehensionprocessesthatdrawuponlearners’priorknowledgesuchasdrawingknowledge-basedinferences.

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16. Toreadornottoread:children'scomprehensionoftheirownwrittentexts–Moira

Newton

ABSTRACT.Abstract:Thepresentstudywasatwophase,mixedmethodsstudyofchildren’swritingwithaquantitativephasefollowedbyaqualitativephase.Inthequantitativephaseatestofchildren’smetalinguisticawareness(MLA)waspositivelycorrelatedtoatestofwritingachievement.Thequalitativedataconsistedofawritingsample,concurrentthinkaloudandaninterview.Thequalitativedatashowedthatchildrenvariedintheirabilitytocomprehendandtoreflectupontheirownwrittentexts.Itseemsthatthisabilitytocomprehendandreflectupontheirownwritingmaybelinkedtochildren’swritingattainment.ChildrenwhoshowincreasedMLAbycomprehendingandreflectingontheirownwritingatincreasedlevelsofsophisticationwerealsobetterwriters.Thefollowingposterreportsonchildren’scomprehensionoftheirowntexts.

17. HearingtheMelodymeansplayingtheLyricsinyourHead–JaninaLehmann,Neil

SchwartzandTinaSeufert

ABSTRACT.Thisstudywillinvestigatewhethermelodycanfunctionasananchorforlearningasong’slyrics.Processinglyricsandmelodyofasongsimultaneouslyleadstotwohighlylinkedinformationsystemsinmemory.Stimulatingthemelodyshouldthereforeactivatethelyricsandfosterretrieval.Ontheotherhand,listeningtoanothermelodyshouldmakeretrievalmoredifficult,especiallywhentheothermelodyislinkedwithdifferentlyrics.80participantsaregoingtolearntwodifferent,carefullynormed,songswithdifferentmelodiesandlyrics.Inthetestingphase,theparticipantswillanswerquestionstomeasurerecall,twolevelsofcomprehension,andthequalityoftheirmentalmodel.Weempiricallyvariedwhethertheparticipantslistentoeitherthemelodyofthesongaboutwhichtheyareansweringquestions,theothersong,anunknownmelody,ornomelody.Thepost-testwillberepeatedafteroneweek,withthesamevariationofthemusic.

18. WhoandWhattoTrustWhenSelectingBetweenDifferentSourcesofInformation?A

qualitativestudyofupper-secondaryschoolstudents’justificationsformultiple

documentsselections-TonjeStensethandHelgeIvarStrømsø

ABSTRACT.Theaimofthecurrentstudywastoinvestigateupper-secondaryschoolstudents’justificationsforselectionsofmultipledocumentswhensolvinganacademictask(prepareaclasspresentationontwosocio-scientifictopics).Weprovided25studentswith20fictivedocumentsoneachtopicandinstructedthemtoselectasmanydocumentsastheyneededinordertosolvethetask.Thedocumentsvariedintermsoftaskrelevanceandsourcecredibility.Weinterviewedthestudentsafterthedocumentselectionandaskedthemtojustifytheirselections.Analysisshowedthatthejustificationscouldbedividedintothreeprominentcategories;1)relevance,2)source,and3)topicfamiliaritywithrelevancemainlyreferringtothenatureandnormsofthetask,sourceaddressingauthor’sexpertiseandintentions,andtopicfamiliarityreferringtohowtheselecteddocumentseitherconfirmedstudents’priorknowledgeonthetopicor,alternatively,providedsupplementaryinformationneededtosolvethetask.

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19. NegativeEffectsofIrrelevantInformationonLearningDisappearBecausePeopleLearn

toIgnoretheContent,NotJusttheLocation-GertjanRop,PeterVerkoeijenand

TamaravanGog

ABSTRACT.Awell-knownfindinginresearchonmultimedialearningisthatpresentingunnecessaryorirrelevantadditionalinformationhamperslearning.However,eye-trackingresearchsuggeststhatparticipantsquicklylearntoignoreirrelevantinformationwithtaskexperience.Weestablishedinapriorstudythatnegativeeffectsonlearningindeeddisappearedovertime,butitisunclearwhetherpeoplelearntoignorethelocation,ortheirrelevantcontent.Wethereforeexaminedwhetherchangingthelocationofirrelevantinformationafterparticipantslearnedtoignoreit,wouldreinstatenegativeeffectsonlearning.Participantsfirstlearnedtenwordsaccompaniedbymeaningfulorirrelevantpicturesintwoblocksoffivewordswiththepicturesalwaysappearingatthesamelocation.Inthethirdblock,thelocationofthepicturesswitchedforhalfoftheparticipants.Switchingthelocationofthepicturesdidnotaffecttestperformance,whichsuggeststhatparticipantsactivelyinhibitattendingtoirrelevantinformation.

20. Doublingdownonrefutations:Thecombinedeffectofrefutationtextsandgraphics-

RobertDanielson,GaleSinatraandLuciaMason

ABSTRACT.Textbooksoftenpairtextswithgraphicsinanattempttoincreaseinterest,engagement,andlearningfromtext.However,processingtextsandgraphicsmayrequiremorecognitiveeffortthanprocessingtextalone.Thismaybeproblematicforstudentsattemptingtoovercomemisconceptions–previouslylearnedinformationorconceptionsthatarescientificallyinaccurate.Refutationtextshaveproventobeverysuccessfulathelpingstudentsovercomethesemisconceptions.Inthepresentinvestigation,wewantedtoextendthecurrentliteratureontext-graphicprocessingtoincludebothrefutationtextsandrefutationgraphics.Inthepresentstudy,wepresentedstudentswitheitherarefutationtextoranexpositorytext,andpairedthesetextswitheitherarefutationgraphicoranexpositorygraphic.Resultsrevealedthatwhilethegraphicsfailedtoinfluenceunderstanding,theyneverthelessfunctionedtopromptstudentstoidentifytheconflictwithpriorknowledge.

21. Whataretheeffectsoftheintroductionofateacher’svideoinmultimedialessons?An

eye-trackingstudy-TiphaineColliotandEricJamet

ABSTRACT.Theaimofthisstudywastoevaluatetheimpactoftheteacher’svideoonlearningwithonlinecourses.Severalstudieshaveshowntwopossibleeffectsofateacher’svideointroduction.First,asvideodeliversmoresocialcuesthananaudioexplanation,itcanmotivatestudentstoengageinadeeplyprocessofinformation(social-cueshypothesis).Besides,theteacher’svideocanalsodistractstudents’visualattentionfrompedagogicalcontenton-screensuchasdiagrams(interferencehypothesis)incomparisonwithaspokenonlypresentation.Eye-trackerdatashowedthatstudentsspentonly25%oftheirtimeontheteacher’svideowhenitwasprovided.Nointerferenceeffectwasobservedonlearningbutapositiveeffectappearedonretentionregardingspokeninformation.

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22. Interculturalapproachesintheteachertraining:aglobalquestion–Myriam

Radhouane

ABSTRACT.ThispresentationisapartofaPhDprojectcalled:Theplaceofinterculturalapproachesintheteachertrainingandteacher’sworkinGeneva.Inthisthesiswehaveonemainobjective,whichis:analyzinghowinterculturalapproachesandculturaldiversityareintegratedtotheeducationalsystemofGeneva.Thispresentationwillfocusonthedidactics‘trainingbecausewethinkthatinterculturalapproachesmustbeglobalandnotjustaspecifictopic.Livinginworldofdiversityimpliesthinkingthroughdiversity;thereforeweimaginethattextsandgraphicsmustbeadaptedtothisaspect.Didactics‘trainingcanbeawayforpreserviceteacherstolearnhowtoadapttextsandgraphicstoaculturallydiverseenvironment.Throughinterviewsweaimtoanalyzehowthedidactics’traininginGenevatakeaccounttheculturaldiversityfactor.

23. Real-TimeEmotionalAwarenessinComputer-SupportedCollaborativeLearning:

ImplementingDifferentGraphicalRepresentationsofSelf-ReportedEmotions–Mattia

A.Fritz

ABSTRACT.Emotionsareknowntoplayanimportantroleincognitiveprocessesandsocialinteractions.Computer-SupportedCollaborativeLearning(CSCL)isanengagingactivitybothatcognitiveandsociallevelandwemaythereforeassumethatemotionsplayanimportantroleinitsoutcome.ThestudyofemotionsinCSCLsituationsfaces,though,methodologicalissueswithrespecttomeasuringandsharingemotions.TheDynamicEmotionWheel(DEW)isaweb-basedapplicationintendedtoovercometheseissuesandenhanceemotionalawareness.Inthefirstcycleofdevelopment,attentionwasmainlygiventotheexpressionofemotions,whereasthepresentdevelopmentfocusesonthegraphicalrepresentationofemotions.TheideaistotestdifferentconfigurationsoftheDEW–withrespect,forinstance,toindividualvs.groupedgraphicalrepresentationofemotions–anddeterminewhetherdifferentwaysofconveyingawarenesshavedifferenteffectsongroupdynamicsinCSCLsettings.

24. ReadingStrategies:aComparisonbetweenConceptMappingandSelf-Questioning-

MirjamMekhaiel,MarcoG.P.HesselsandBenoîtGaland

ABSTRACT.Multiplestudieshavealreadyshowntheimpactofconceptmappingandself-questioningonlearningandperformanceineducationalsettings,buttheywerenevercompared..Inthisexperimentalresearch,thesereadingstrategieswillbestudiedamongfirstyearuniversitystudents.Bycomparingaconceptmappingstrategytoaself-questioningstrategy,weactuallycompareavisualtoaverbaltextprocessingstrategy.Duringasixweekperiodonegroupofstudentswilllearnhowtousetheconceptmappingstrategywhereasasecondgroupwilllearnhowtousetheself-questioningstrategy.Twocontrolgroupswillbeestablishedaswell:(1)theclassicsummarizingstrategy;and(2)nointerventionatall.Impactoftheinterventionswillbemeasuredduringthefirstandlastsessionandafteroneyear.

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25. EyeMovementModelingExamplesasanInstructionalTool:TheInfluenceofModel

andLearnerCharacteristics–Marie-ChristinKrebs,AnneSchülerandKatharina

Scheiter

ABSTRACT.Intwoexperiments,weinvestigatedwhethertheeffectivenessofEyeMovementModelingExamples(EMMEs)isinfluencedbycharacteristicsofthelearnerand/orthemodel.InExperiment1(N=75),twogroupsreceivedvideosofanexpert’seyemovementsonmultimedialearningmaterialdemonstratingmultimediaprocessingstrategies.Before,theyeitherwereinformedthatthemodelwasasuccessfullearnerorthatthemodelwasanotherparticipantoftheexperiment.AcontrolgrouplearntwithoutEMMEs.Afterlearningallparticipantscompletedaposttest.Resultsindicatedaninteractionbetweenlearnerandmodelcharacteristics:OnlylearnerswithlowerpriorknowledgeprofitedfromEMMEs,butonlywhennoinformationregardingthemodel’scompetencieswasgiven.TheseresultscontradictpriorfindingsindicatingthatespeciallystudentswithhigherpriorknowledgeprofitmorefromEMMEs.InExperiment2wecurrentlyinvestigatetheinfluenceofpriorknowledgeandotherlearnercharacteristicsontheeffectivenessofEMMEsinmoredetail.

26. TruthisintheEyeoftheBeholder:Investigatingtruthinessasafunctionofsourcetrustworthinessandsemanticallyrelatedphotographs–AlexanderStock,Neil

Jacobson,AnnaBartelandNeilSchwartz

ABSTRACT.Recentstudieshavedemonstratedthatawrittentriviaclaimofanunknownveracity,pairedwithasemanticallyrelatedphotograph,resultsinjudgmentthattheclaimistrue.Thiseffectisknownas“truthiness”.Researchontruthinesshasbeenlimitedbytwofactorsincluding,1)onlymeasuringwrittenclaims’veracity,and2)ignoringsourcetrustworthiness.Therefore,wedesigneda2(Photograph:presentvs.absent)X2(SourceTrustworthiness:Highvs.low)experiment,tounderstandtheinteractionofsemanticallyrelatedphotographsonaudiostatementsofvaryingtrustworthiness.Resultsindicatetrustworthinessofthesourcedidnotimpactperceptionoftruth.Inaddition,resultsofapaired-samplest-testindicatedthatclaimsweremorelikelytobeperceivedastruewhenaphotographwaspresent(versusabsent),t(190)=3.79,p=.00.Thisfindingprovidesevidencethat“Truthiness”generalizesbeyondawrittenmessageandcanariseinanaudiochannelofcommunication.

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27. TheInfluenceofColoredGraphicsonDecision-Making-NeilJacobson,NeilSchwartz,

MarieLippmannandAnnaBartel

ABSTRACT.Previousworkconductedinourlaboratory(Jacobson,Schwartz&Lippmann,2013)indicatedthatcolorisnotanarbitrarycharacteristicofgraphics,butinteractswithboththetextitaccompaniesaswellasthecontentinthegraphicitdepicts.Ourpreviousinvestigationyieldedsignificantandmarginallysignificantresultsinlinewith,andcontradictory,toexistingliterature.Therfore,weconductedafollow-upinvestigation.Inthreeexperiments,weaimedtoaddresshowthepresenceofastatisticalgraphinfluencedtheconstructionofalearners’conceptaboutacompany.Experiment1revealedthatthepresenceofanachromaticgraphnullifiedthewelldocumentedframingeffect.Experiment2revealedthatthecolorgreenusedtomakethesuccessportionofthegraphsalientresultedinstrongerargumentsagainstthecompany.Finally,Experiment3revealedthatredusedtomakesailientfailureresultedinlearners’describingmorenegativeimplicationsofthecompany’sactions.

28. EffectsofTextStructureandDifferentMediaFormsonAttitudeChangeand

ComprehensionofaSocialIssue:StructuralInequalityintheGlobalEconomy–Allison

March,NeilSchwartzandNeilJacobson

ABSTRACT.Researchhasseparatelyshownthepositiveeffectsrhetoricaltext-structuretypesandmediaformshaveoncomprehension.Thisstudyaimstoexaminetheinteractionbetweenrhetoricaltext-structureanddifferentformsofmediaoncomprehensionandattitudechange.Inthisstudywepresenttwomediaforms,adocumentaryandapodcastdescribingthesocialtopic:“StructuralInequalityintheGlobalEconomy”.Eachmediaformhasoneoftwoidenticaltextstructures,eithernarrativeorproblem-solution.Undergraduatestudentswillberandomlyplacedinoneoffourexperimentalconditions.ComprehensionwillbemeasuredbyaSentenceVerificationTechnique(SVT)andattitudechangewillbeassessedusingtheImplicitAssociationTest(IAT).Itispredictedthatthenarrativetext-structureinbothmediaformswillhavegreaterinfluenceonbothcomprehensionandattitudechange,andlikewisevisualsinthedocumentarywillincreasecomprehensionandattitudechange.

29. Drawingtolearn:Isitessentialtoself-construct?-SteffenSchmidgall,AlexanderEitel

andKatharinaScheiter

ABSTRACT.Weinvestigatedthegenerativeaspectandlong-termmemoryeffectsoflearner-generateddrawing.Tothisend,wecomparedsixexperimentalconditionsina3x2between-subjectsdesign(drawingvs.animatedauthor-generateddrawingvs.mentalimageryximmediatevs.delayedtesting).Participants(N=204)readatextabouthumanswimmingbehaviorandthentookthreelearningoutcometests.Theanimatedgroupscoredhigherontherecognitiontestthanthedrawinggroupbutthementalimagerygroupdidnotdifferfromtheothergroups.Thedrawingandtheanimatedgroupsscoredhigheronthevisual-spatialrepresentationstestthanthementalimagerygroup.Initialtestscoreswerehigherfortherecognitionandthevisual-spatialrepresentationsteststhanthedelayedtestscores.Nodifferenceswerefoundforthetransfertest.Moreperceiveddifficultyofthelearningmaterialwasreportedbythedrawinggroup,indicatingtheseparticipantscouldnotuseenoughcognitiveresourcestoengageinmeaningfullearning.

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30. TitleConcretenessandTextComprehension:ACross-CulturalInvestigation-Marie

Lippmann,NeilJacobson,HermannKörndle,NeilSchwartzandSusanneNarciss

ABSTRACT.Twoexperimentsinvestigatedtheeffectsoftitle-concreteness(moreconcretevs.moreabstract)onease-of-comprehension(EOC)andcomprehensiontestperformanceinAmericanandGermanstudents.ThestudieswererootedintheDualCodingTheoreticalModelofReading(DCTR)whichproposesthatconcretelanguagefosterstextcomprehensionbyinvitingreferentialprocessingduringreading.InaccordancetoDCTR,wepredictedthatmoreconcretetitleswouldcuereferentialprocessingandfosterEOCandcomprehensiontestperformanceinbothparticipantsamples.Theresultsprovidedpartialsupport:Studentsinbothsamplesexpectedtextswithmoreconcretetitlestobeeasiertocomprehend,butonlyGermanstudentsexperiencedtheexpectedincreaseinEOCfrombeforetoafterreading.Therewerenodifferencesincomprehensiontestperformanceineithersample.

31. Self-CritiqueofInventedRepresentationsofHumanMovement-BillieEilamand

ShlomitOfer

ABSTRACT.Critiquingisanessentialmeta-representationalcompetency.Wedesignedaunique,long-termenvironmentthattriggerednovelkindsofcritiquecriteria,partiallydifferentfromthosereported,enablingadeeperunderstandingofthecritiqueaspectofMRC.Overayear,fourthgraders(N=16)inventedvisualrepresentationsfor11increasinglycomplexdemonstratedhumanmovementsequences.Adeciphererdecodedthese“scripts”backintomotoricperformance(withoutseeingtheoriginalsequence).Subsequently,theinventorsidentifiedproblemsintheirscripts(implicitcritique),devisedappropriatesolutionsforthem,andmodifiedtheirscriptsaccordingly.ImplicationstoMRCdevelopmentandeducationalexperiencesarediscussed.

32. InvestigatingText-Picture-IntegrationduringMultimediaLearning–AnneSchüler

ABSTRACT.Aparadigmfromtextcomprehensionresearchwasadaptedtomultimedialearningtotestwhethertext-pictureintegrationoccursalreadyduringprocessingthematerials.InExperiment1,itwasvariedwhethertheinformationconveyedthroughtextandpictureswasconsistent(controlgroup)orwhethertheinformationconveyedthroughtextandpicturesdifferedontwooutof24slides(experimentalgroup).Analysesofgazebehaviorduringlearningrevealedthatthecontrolandexperimentalgroupdidnotdifferregardingslidescontainingconsistentinformationinbothconditions.However,wheninconsistentinformationwaspresentedintheexperimentalgroup,learnersspentmoretimeonslides,hadlongerfixationtimesontextandpicture,andhadmorerevisitstotextandpicturethanthecontrolgroup.ThesedatapatternwasreplicatedinExperiment2withotherlearningmaterials.Thesedataindicatethattext-pictureintegrationalreadyoccursduringprocessingmultimediamaterials.

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Tuesday 15 :00 – 16 :00 – Keynote II

• Getthepicture?Ontheroleofillustrationsinthesolutionofmathematicalword

problems

LievenVerschaffel,CenterforInstructionalPsychologyandTechnology,UniversityofLeuven,Belgium

ABSTRACT.Mathematicalwordproblemstakeaprominentplaceinlearners’elementaryandsecondarymathematicscurriculumworldwide.Optimally,theyfulfiltheroleofgenuinemathematicalmodelingtasks,whereinthelearnerhastodevelopandworkthroughamathematicalmodelofthesituationdescribedintheproblemtextwithaviewtofindasituationallymeaningfulsolution.Manylearnersexperiencegreatdifficultywithwordproblems,alreadyfromthebeginningoftheirschoolcareer.Researchhasrevealedthatmostdifficultiesoccurinthefirststagesoftheproblemsolvingprocess,whereinthelearnerhastobuildanunderstandingofthesituationdescribedandtoconstructamathematicalmodeldescribingtheessenceoftherelevantelementsandrelationsembeddedinthesituation.Afrequentlyusedinstructionaltechniquetohelplearnersthroughtheseinitialphasesofthesolutionprocess,istocomplementthetextwithagraphicrepresentation(apicture,adrawing,adiagram…)thatiseithergiventoorconstructedbythelearner.Inthislecture,Iwillprovideacriticaloverviewoftheresearchliteratureontheimpactofthesevariousrepresentationsonlearners’wordproblemsolvingprocessesandoutcomes.Attentionwillbepaidattheunderlyingtheoreticalmodels,researchmethods,empiricaloutcomes,andeducationalimplications.Thereviewwillshowthataproperunderstandingoftheroleofthesevariouskindsofgraphicrepresentationsforvariouskindsofwordproblemsrequiresanintegrationofinsightsfromthedisciplinesofcognitivepsychologyandmathematicseducation.

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Tuesday 16 :30 – 18 :00 – Paper session F

19. Theimpactofthepositionofthepictureonstrategiesofconsultationoflearning

document–NatachaMétayerandEricJamet

ABSTRACT.Thisstudyexplorestheimpactofthepositionofthepicturebesidetextonthescreen(i.e.,ontheleftvs.ontheright).Theresultsshownodifferencebetweenthetwoconditionsforlearningperformance.However,differencesemergeconcerningtheeyemovements’strategiesduringtheconsultation.Thus,fromageneralpointofview,learnersinbothconditionsconsultthedocumentfromlefttoright,but,fromaspecificpointofview,learnersdon’tconsultthetwosourcesofinformation(i.e.,pictureortext)inthesameorder.

20. Howtoimprovelearners’emotionalexperiencesinmultimedialearningenvironments:

Effectsofemotionaldesignandinducedachievementgoals-Marie-NoëlleAndrey,

ValérieBrunisholz,BrunoDosReisandGaëlleMolinari

ABSTRACT.Weinvestigatedwhethertheemotionaldesigneffectinmultimedialearningvariesdependingonlearners’achievementgoals.Beforereading,specificinstructionswereusedtoorientlearnerstowardeithermasteryorperformancegoals.Learnerswerethenaskedtostudyamultimediadocumentwitheitheraneutralorapositivedesign.Resultsshowedthatthepositivedesignpromotedpositiveemotionsandmotivationonlywhenlearnerswereorientedtowardmasterygoals.

21. ImplementationIntentionstoProcessPicturesEarlyFosterComprehension–ForThose

WhoFollowThem-AlexanderEitelandKatharinaScheiter

ABSTRACT.Previousstudiesusedsequentialpresentationdesignstoshowthatstudentswhoprocessedpicturebeforetextoutperformedstudentswhoprocessedtextbeforepicture.Thepresentstudyusedamorenaturalisticwayofpresentingtextandpicturetostudents(simultaneously)totestbeneficialeffectsofearlypictureprocessing.Participants(N=85)learnedabouthowpolarlightsdevelopandearlypictureortextprocessingwasstimulatedbymeansofimplementationintentions.Theywerepromptedtostudy‘picturefirst’,‘textfirst’,ornoneofboth(control)usingimplementationintentionsasinstruction.Resultsshowedthat‘picturefirst’participantsfixatedthepicturelongerinthebeginningofeachpageandhadbetterlearningoutcomesthanparticipantsinthe‘textfirst’condition(iftheintentionswerefollowed).Hence,earlypictureprocessingcouldbestimulatedbyimplementationintentionswhichprovedtobeeffectiveforlearning,althoughtextwaspresentedconcurrently.

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22. ReadingArgumentativeTexts:ComprehensionandEvaluationGoalsandOutcomes-

Irene-AnnaDiakidoy,MelinaIoannouandSteliosA.Christodoulou

ABSTRACT.Thestudyexaminedtheinfluenceofreadinggoalsandargumentqualityonthecomprehensionandevaluationofextendedargumentativetexts.Youngadultreadersreadtocomprehendorevaluatetextsontwodifferentcontroversialissues.Textversionsvariedwithrespecttothequalityoftheargumentsincluded,butnotintermsofargumentcontent.Thesample’sfamiliaritywiththetexttopicswaslowandpriorbeliefsrangedfromconsistenttoinconsistentwiththetexts’mainclaims.Theresultsindicatedthatanevaluationgoalhadaconsistentpositiveeffectonmainclaimandtextrecallwhencomparedtocomprehensiongoal.Argumentquality,however,hadnoeffectontextevaluation.Thefindingssupportadissociationbetweentheelaborationunderlyingcomprehensionandthatinvolvedinthecriticalevaluationofargumentsinlinewithadual-processaccountofthinking.

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Wednesday 9 :00 – 10 :00 – Paper session G

23. Contexteffectsinmultimedialearning-TinaSeufert,JurijvonRandowandUlrike

Magner

ABSTRACT.Learningwithtextandpicturesisbetterthanlearningwithtextsalone.Thissocalledmultimediaprincipleiswellknownandoftenapprovedwithrespecttobetterlearningoutcomes.Inourstudyweadditionallyfocusonmotivationaleffects,especiallylearnerssituationalinterestandoncontexteffects.Hence,inanexperiment(n=48)weanalyzedwhetherlearner’ssituationalinterestandlearningoutcomesdependoneitherthelearningmaterial(textversustextwithpictures)orthecontext,i.e.whetheraneighboredlearnerhasmoreorelessinterestinglearningmaterial(withorwithoutcoloredpictures)oraninteractionofboth.Wefoundmaineffectsofthelearningmaterialwithbetterlearningoutcomesandhigherinterestratingsfortextswithpictures.Unexpectedly,wefoundnosignificantinteractionwiththecontext.Onlyonadescriptivelevel,participantsratedtheirownmaterialasespeciallymoreinterestingoruninterestingwhentheirneighborhaddifferentmaterial.

24. Howmuchhelpdoyouneed?Investigatingtheroleofsupportforlearner-generated

drawing-SteffenSchmidgall,AlexanderEitelandKatharinaScheiter

ABSTRACT.Learner-generateddrawingmaybeataskthatistoodemandingwhenlearnersdrawonblankpaperandreceivenosupport.Therefore,weinvestigatedtheroleofsupportandtheinfluenceoflearnercharacteristicsondrawing,contrastingthreedrawinggroupswithdifferentdegreesofsupport(novs.lowvs.highsupport)withanon-drawingcontrolgroup.Currently,thedataofN=140universitystudentshasbeengathered.ParticipantsfirstansweredtheVerbalizer-VisualizerQuestionnaire(VVQ),beforetheyreadatextabouthumanswimmingbehaviorandthentookthreelearningoutcometests.Weexpectedthelowandhighsupportgroupstooutperformthenosupportgroupandthelattertooutperformthecontrolgroup.Wealsoexpectedanegativerelationbetweentheperceiveddifficultyofthelearningmaterialandthedegreeofsupportinthedrawinggroups.WeexpectedVisualizerstobenefitmorefromdrawingthanVerbalizers.Resultswillbepresentedattheconference.

25. EnhancingLearningwithTextandDiagrambyCombiningPromptingwithPractice

Testing–JonathanFernandezandEricJamet

ABSTRACT.Elaboratingacoherentmentalmodelfromcomplexscientificmultimediadocumentinvolvesstudentstobeengagedindeeplearningactivities.Severalstudieshaveshownthatpromptingcanbeusedtoovercomestudentsstrategiesproductiondeficit.However,studieshaveshownthatnotallstudentscompliedtoprompting.Wehypothesizedthatoverconfidencecouldbethecauseofpromptinginterventionfailure.Totestthishypothesis,weconsiderthepracticetestingtechniqueasamonitoringrecalibrationtooltopotentiatepromptingintervention.84firstyearundergraduateswereinstructedtolearnacomplexneurologycoursefromamultimedialessonthatincludedornot1)regularpracticetesting2)regularpromptinginstruction.Resultsshowedthatpromptingandtestingtriggeredtheuseofefficientcognitiveandmetacognitiveprocessesresultinginlearninggain.Furthermore,resultsshowedaninteractionbetweenourtwoindependentvariableoncognitiveandmetacognitiveprocessesusedemonstratingthatpracticetestinghasthepowertopotentiateinstructionalprompting.

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Wednesday 10 :30 – 11 :30 – Paper session H

26. Doesanimationenhancelearning?Ameta-analysis.–SandraBerneyandMireille

Bétrancourt

ABSTRACT.Thismeta-analysisinvestigatedwhetheranimationisbeneficialoverallforlearningcomparedtostaticgraphics,whilealsoidentifyingmoderatorfactorsaffectingtheglobaleffect.Asystematicsearchwasconductedforexperimentalstudiescomparingtheimpactofanimatedvs.staticgraphicsdisplaysinthecontextofknowledgeacquisition.Atotalof50paperswereconsidered,andconsecutively61primarystudies(N=7036),yielding140pair-wisecomparisonsofanimatedvs.staticgraphicvisualizationsinmultimediainstructionalmaterialwereanalyzedusingarandom-effectsmodel.Anoverallpositiveeffectofanimationoverstaticgraphicswasfound,withaHedges'sgeffectsizeof0.226(95%confidenceinterval=0.12–0.33).Astheheterogeneitywashigh,moderatoranalyseswereexplored.

27. DoesCongruencyofTextandPicturesAffectMemoryforVerbalInformationinVideo

Clips?–MartinMerkt

ABSTRACT.Weinvestigatedwhethercongruencyofspokentextandpicturesaffectslearners’memoryforverbalinformationinvideoclips.Sixty-oneparticipantswatchedvideoclipswithverbalinformationthatwassemanticallycongruentorincongruentwithpicturesofhistoricalpersons.Afteradelayof10minutes,participantswereaskedtoverifyinformationfromtheclipsthatwereeitherattributedtothecorrectortoanincorrectperson.Inlinewithourhypothesis,participantswerebetterabletorejectincorrectinformationthatwasincongruentwiththepicturethanincorrectinformationthatwascongruentwiththepicture.However,therewasnoeffectofcongruencyonverifyingthecorrectinformation.Itisarguedthatrejectingincorrectinformationneededanadditionalcue(i.e.congruency)sothatthecriterionforrejectionwasreached,whereasnosuchcuewasnecessaryfortheverificationofcorrectitems.

28. Instructinglearningstrategiestosupportlearningwithstaticanddynamic

visualizations–EmelyHoch,KatharinaScheiterandPeterGerjets

ABSTRACT.Aslearnersoftenstrugglewhenlearningwithstaticordynamicmultimedia,instructionalsupportfortext-picturecomprehensionwastested.Dynamicvisualizationsarecognitivedemandingbecauseinformationistransient.Therefore,instructionstouseadequatelearningstrategiesshouldshowastrongereffectonlearningoutcomeswhenlearningwithdynamiccomparedwithstaticvisualizations.Instructionalsupportwasgivenusingimplementationintentions.Theseareif-then-plansconnectingaspecificsituationwithgoaldirectedbehaviortofostergoalachievement.Afterinternalizingimplementationintentionsmultimediamaterialwitheitherstaticordynamicvisualizationswaspresentedandlearningoutcomewasmeasuredafterwards.Thehypothesisthatinstructionalsupportshouldbeespeciallyeffectivewhenlearningwithdynamicvisualizationscouldnotbeconfirmed.Themarginallysignificantmaineffectforvisualizationformat–betterlearningoutcomeswhenlearningwithdynamicthanwithstaticvisualizations–isinlinewithpreviousresearch.Furtherresearchisneededevaluatingtheabsenceofaneffectofinstructionalsupport.

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Tuesday 11 :30 – 12 :30 – Keynote III

• Integratinginformationfrommultiplerepresentations:Frombasicresearchto

designingdigitaltextbooks

KatharinaScheiter,HeadoftheMultipleRepresentationsLab,Leibniz-Institutfür

Wissensmedien(IWM),Tübingen,Germany

ABSTRACT.Manystudentsshowmaladaptivestudybehaviorswhenlearningfrommultiplerepresentations.Ratherthanstudyingallrepresentationsinabalancedfashion,studentsoftenfocusononlyoneoftherepresentations(usuallythetext)attheexpenseofotherrepresentations.Asaconsequence,theyalsodonotproperlyintegrateinformationfromtherepresentations.InthefirstpartofmytalkIwillreportonstudiesthatfocusonthequestionofwhatismeantbyintegration.Inparticular,twosub-processescanbedistinguished:(a)identifyingcorrespondencesbetweentherepresentationsand(b)mentallyrepresentingtheinformationfromtheexternalrepresentationsandthereferentialconnectionsbetweentheminacoherentmentalmodel.Sinceintegrationhasbeenshowntobepivotalforlearningsuccess,thesecondpartofthepresentationwillreportonstudiesinvestigatingwaysofsupportinglearnersinintegratingtextandpictures.Ingeneral,twodifferenttypesofsupportcanbedistinguished:First,materialscanberedesignedsothattheyfacilitatetheidentificationofcorrespondences.Theshownexamplesrangefromsmallinstructionalunitsusedinlabstudiestocomprehensivematerialsusedinclassroomsettings(i.e.,digitaltextbooks).Asecondapproachreliesonpromptingorinstructinglearnerstointegrate–basedontheassumptionthatwhilelearnersareinprincipleabletoidentifycorrespondencesbetweenrepresentations,theyoftensimplydonoattempttodososufficiently.

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