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Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course
ARTICLE

, , , Pennsylvania State University, United States

Learning and Instruction Volume 49, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions.

Citation

Van Meter, P.N., Cameron, C. & Waters, J.R. (2017). Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course. Learning and Instruction, 49(1), 188-198. Elsevier Ltd. Retrieved August 21, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.01.003

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