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ERIC Number: ED537745
Record Type: Non-Journal
Publication Date: 2012
Pages: 148
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2671-4968-8
The Coherence Formation Model of Illustrated Text Comprehension: A Path Model of Attention to Multimedia Text
Fitzhugh, Shannon Leigh
ProQuest LLC, Ph.D. Dissertation, Temple University
The study reported here tests a model that includes several factors thought to contribute to the comprehension of static multimedia learning materials (i.e. background knowledge, working memory, attention to components as measured with eye movement measures). The model examines the effects of working memory capacity, domain specific (biology) and related domain (geoscience) background knowledge on the visual attention to static multimedia text, and their collective influence on reading comprehension. A similar model has been tested with a previous cohort of students, and has been found to have a good fit to the data (Fitzhugh, Cromley, Newcombe, Perez and Wills, 2010). The present study tests the efficacy of visual cues (signaling) on the comprehension of multimedia texts and the effects of signaling on the relationships between cognitive factors and visual attention. Analysis of Covariance indicated that signaling interacts with background knowledge. Signaling also changes the distribution of attention to varying components of the multimedia display. The path model shows that signaling alters the relationship between domain specific background knowledge (biology) and comprehension as well as that of related background knowledge (geoscience) on comprehension. The nature of the relationships indicates that the characteristics of the reading material influence the type of background knowledge that contributes to comprehension. Results are discussed in terms of their application to a classroom setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A