Search results for author:"Wolfgang Schnotz"
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Learning and Instruction Vol. 13, No. 2 (2003) pp. 117–23
Introduces the articles of this theme issue, which aim to clarify the conditions under which multiple forms of representation are likely to support comprehension in multimedia learning environments and how specific features of multimedia can help...
External and Internal Representations in the Acquisition and Use of Knowledge: Visualization Effects on Mental Model Construction
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 3 (May 2008) pp. 175–190
This article investigates whether different formats of visualizing information result in different mental models constructed in learning from pictures, whether the different mental models lead to different patterns of performance in subsequently...
Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency
Learning and Instruction Vol. 19, No. 5 (October 2009) pp. 411–422
New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have...
Learning and Instruction Vol. 13, No. 2 (2003) pp. 141–156
This paper presents an integrated view of learning from verbal and pictorial representations. Learning from these representations is considered as a task oriented process of constructing multiple mental representations. Construction of these...
Enabling, Facilitating, and Inhibiting Effects of Animations in Multimedia Learning: Why Reduction of Cognitive Load Can Have Negative Results on Learning
Educational Technology Research and Development Vol. 53, No. 3 (2005) pp. 47–58
New technologies allow the display of text, static visuals, and animations. Although animations are inherently attractive, they are not always beneficial for learning. Problems may arise especially when animations modify the learner's cognitive load ...
Learning and Instruction Vol. 19, No. 5 (October 2009) pp. 369–375
The focus of this special issue is on the cognitive load underlying processes of interactive knowledge construction in a wide range of instructional multimedia platforms. Multimedia comprehension involves the parallel processing of auditory-verbal...
Learning and Instruction Vol. 20, No. 2 (April 2010) pp. 136–145
Animations presented at different speed are assumed to differentially interact with learners’ perception and cognition due to the constraints imposed by learners’ limited sensitivity to incoming dynamic information. To investigate the effects of...
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 5 (September 2013) pp. 811–831
Three experiments with students from 7th and 8th grade were performed to investigate the effects of decorative pictures in learning as compared to instructional pictures. Pictures were considered as instructional, when they were primarily...
World Journal of Education Vol. 1, No. 1 (2011) pp. 119–128
Learning environments commonly offer aids to address learners' lack of knowledge or skills. However, learners are not or sub-optimally using these aids when these are non-embedded or segregated (Aleven, Stahl, Schworm, Fischer, & Wallace, 2003;...
Educational Technology Research and Development Vol. 58, No. 5 (October 2010) pp. 573–587
The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether this is related to learners' self-regulation skills and goal orientation. Sixty students were divided in a condition where...
European Journal of Psychology of Education Vol. 29, No. 3 (September 2014) pp. 483–501
The term "modality effect" in multimedia learning means that students learn better from pictures combined with spoken rather than written text. The most prominent explanations refer to the split attention between visual text reading and...
Maj-Britt Isberner; Tobias Richter; Johanna Maier; Katja Knuth-Herzig; Holger Horz; Wolfgang Schnotz
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 5 (September 2013) pp. 849–872
When reading conflicting science-related texts, readers may attend to cues which allow them to assess plausibility. One such plausibility cue is the use of graphs in the texts, which are regarded as typical of "hard science." The goal of...
Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures
Sascha Schroeder; Tobias Richter; Nele McElvany; Axinja Hachfeld; Jürgen Baumert; Wolfgang Schnotz; Holger Horz; Mark Ullrich
Learning and Instruction Vol. 21, No. 3 (June 2011) pp. 403–415
This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes ...