Adjunct aids and signals support online learning from multiple representations. (28th July 2020)

• Record Type: Journal Article
• Authors: Kollmer, Julia; Hosp, Theresa; Glogger‐Frey, Inga; Renkl, Alexander; Eitel, Alexander
• Is Part Of: Journal of computer assisted learning. Volume 37:Number 1(2021)
• Page Start: 172
• Page End: 182
• Publication Date: 2020-07-28
• Subjects: adjunct aids -- multimedia learning -- signalling -- text–graphics integration; Computer-assisted instruction -- Periodicals; 371.334
• DOI: 10.1111/jcal.12477
• Languages: English
• ISSNs: 0266-4909

Abstract

Abstract: To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the form of adjunct aids (i.e. fill‐in‐the blank tasks) with references to the graphics (e.g. "see Figure X") on retention and understanding. In our study, 106 learners ( N ) received multimedia instructional materials about the formation of auroras either with or without adjunct aids – the former with references to graphics (signals), or with none. In line with our hypotheses, adjunct aids with signals led to deeper understanding, as reflected by higher scores in the comprehension test. In contrast, adjunct aids with signals did not lead to higher scores in the retention test. Thus, our results are in line with previous research, showing that instructional support for integrating text and graphics specifically fosters deeper understanding. Possible boundary conditions and implications for future research are discussed. Lay Description: What is already known about this topic?: Integration of multiple representations during learning can foster deeper understanding. Proper use of multiple representations is demanding for most learners. Answering adjunct questions during learning focuses learners' attention to crucial contents when learning from text. What this paper adds?: We seek to support learners to select and integrate all relevant information from multiple representations. We seek to replicate the effect of adjunct questions in the context of learning with multiple representations. Implications for practice: When using adjunct aids during learning from multiple representations to achieve deeper understanding, the questions should contain references toward the graphics Adjunct aids with references toward the graphics seem to be beneficial, especially in self‐paced learning environments.