Abstract
Two experiments explored how spatial information within expository text influences the mental integration of verbal and visual information. Experiment 1 varied the degree of verbally represented spatial information and the presence or absence of an animation in an explanation of the formation of lightning. The learning outcomes assessed were retention, transfer, and the visual mental model. In Experiment 2, eye movements and learning outcomes in the multimedia conditions were recorded. Low spatial text information increased the value of animations and therefore led to a stronger multimedia effect, whereas high spatial text tended to interfere with the processing of the animation. Furthermore, as revealed by the eyetracking data, longer reading times were associated with better learning outcomes for low spatial text, whereas the reverse was true for high spatial text. The findings suggest that the processing of verbally presented spatial information and of animations compete for the same cognitive resources in visuo-spatial working memory.
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Schmidt-Weigand, F., Scheiter, K. (2008). The Influence of Spatial Text Information on the Multimedia Effect. In: Zumbach, J., Schwartz, N., Seufert, T., Kester, L. (eds) Beyond Knowledge: The Legacy of Competence. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8827-8_30
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DOI: https://doi.org/10.1007/978-1-4020-8827-8_30
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