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

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 wi...

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Bibliographic Details
Published in:Applied cognitive psychology 2018-09, Vol.32 (5), p.610-621
Main Authors: Rop, Gertjan, Schüler, Anne, Verkoeijen, Peter P.J.L., Scheiter, Katharina, Gog, Tamara Van
Format: Article
Language:English
Subjects:
Attention Control
cognitive load
Cognitive Processes
coherence effect
Diagrams
Difficulty Level
Eye Movements
Eye tracking
Integration
Layout
Layout (Publications)
Learning
multimedia learning
Pacing
redundancy effect
Tracking
Visual Aids
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Summary: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.
ISSN:0888-4080
1099-0720
DOI:10.1002/acp.3445