NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1058295
Record Type: Journal
Publication Date: 2015-May
Pages: 20
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0020-4277
Effects of Strategy Instructions on Learning from Text and Pictures
Leopold, Claudia; Doerner, Marcel; Leutner, Detlev; Dutke, Stephan
Instructional Science: An International Journal of the Learning Sciences, v43 n3 p345-364 May 2015
In two experiments, we compared effects of instructions that encourage learners to create referential connections between words and pictures with instructions that distract learners from creating referential connections. In Experiment 1, students read a scientific text under four conditions. In the text-picture condition, students read the illustrated text without strategy instructions. In the integration condition, students identified important concepts and wrote them right by the corresponding components of the pictures. In the separation condition students identified important concepts and wrote them beside the corresponding picture. A control group read the text without illustrations. Transfer and comprehension performance in the text-picture group was higher than in the text-only group. Furthermore, the text-picture and integration groups performed better than the separation group. In Experiment 2, the main results were replicated using a summary strategy instead of the important concepts strategy. Results indicate specific effects of strategy instructions on learning from text and pictures and are discussed in the context of multimedia learning theories.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A