Abstract
Students are frequently required to integrate text and picture information into coherent knowledge structures. This raises the questions of how students deal with texts and how they deal with graphics when they try to integrate the two sources of information, and whether there are differences between students from different school types and grades. Forty students from Grades 5 and 8, from higher and lower tiers of the German school system, were asked to process and integrate text and pictures in order to answer items from different hierarchy-levels of a text-picture integration taxonomy. Students’ eye movements were recorded and analyzed. Results suggest a fundamental asymmetry between the functions of text and pictures, associated with different processing strategies. Texts are more likely to be used according to a coherence-formation strategy, whereas pictures are more likely to be used on demand as visual cognitive tools according to an information selection strategy. Students from different tiers of schooling revealed different adaptability with regard to the requirements of combining text and graphic information.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ainsworth, S. (1999). The functions of multiple representations. Computers & Education, 33, 131–152. doi:10.1016/S0360-1315(99)00029-9.
Eggen, T. J. H. M. (2004). Contributions to the theory of practice of computerized adaptive testing. Enschede: University of Twente.
Flavell, J. H., & Wellman, H. M. (1977). Metamemory. In R. V. Kail & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3–33). Hillsdale: Erlbaum.
Hartman, H. J. (2001). Metacognition in learning and instruction: Theory, research and practice. Dordrecht: Kluwer.
Hasselhorn, M. (1996). Kategoriales Organisieren bei Kindern: Zur Entwicklung einer Gedächtnisstrategie [Category organization with children: On the development of a memory strategy]. Göttingen: Hogrefe.
Holmquist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehension guide to methods and measures. Oxford: Oxford University Press.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
Kulhavy, R. W., Stock, W. A., & Kealy, W. A. (1993). How geographic maps increase recall of instructional text. Educational Technology, Research and Development, 41(4), 47–62. doi:10.1007/BF02297511.
Levie, H. W., & Lentz, R. (1982). Effects of text illustration: A review of research. Educational Communication and Technology Journal, 30, 195–232. doi:10.1007/BF02765184.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
McNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theories, interventions, and technologies. Mahwah: Erlbaum.
Mokros, J. R., & Tinker, R. F. (1987). The impact of microcomputer based labs on children’s ability to interpret graphs. Journal of Research in Science Teaching, 24, 369–383. doi:10.1002/tea.3660240408.
Rickards, J. P., & Denner, P. R. (1978). Inserted questions as aids to reading text. Instructional Science, 7, 313–346. doi:10.1007/BF00120936.
Schnotz, W. (2005). An integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 49–69). New York: Cambridge University Press.
Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representations. Learning and Instruction, 13, 141–156. doi:10.1016/S0959-4752(02)00017-8.
Schnotz, W., Horz, H., McElvany, N., Schroeder, S., Ullrich, M., Baumert, J., et al. (2010). Das BITE-Projekt: Integrative Verarbeitung von Bildern und Texten in der Sekundarstufe I [The BITE-project: Integrative processing of pictures and texts in secondary school I]. Zeitschrift für Pädagogik, Beiheft, 56, 143–153.
Schnotz, W., Ullrich, M., Hochpöchler, U., Horz, H., McElvany, N., Schroeder, S., & Baumert, J. (2011). What makes text-picture integration difficult? A structural and procedural analysis of textbook requirements. Ricerche di Psicologia, 1, 103–135. doi:10.3758/s13428-014-0528-1.
Wainer, H. (1992). Understanding graphs and tables. Educational Researcher, 21(1), 14–23. doi:10.3102/0013189X021001014.
Weidenmann, B. (1989). When good pictures fail: An information-processing approach to the effects of illustrations. In H. Mandl & J. R. Levin (Eds.), Knowledge acquisition from text and pictures (pp. 157–170). Amsterdam: North-Holland.
Zenisky, A. L., Hambleton, R. K., & Sireci, S. G. (2002). Identification and evaluation of local item dependencies in the medical college admissions test. Journal of Educational Measurement, 39, 291–301. doi:10.1111/j.1745-3984.2002.tb01144.x.
Acknowledgements
This research has been performed as part of the project “Development and Evaluation of competence models of integrative processing of text and pictures” (Entwicklung und Überprüfung von Kompetenzmodellen zur integrativen Verarbeitung von Texten und Bildern, BITE) supported by grants from the German Research Foundation (DFG), awarded to Jürgen Baumert, Wolfgang Schnotz, Holger Horz, and Nele McElvany (BA 1461/7-1, BA 1461/8-1, SCHN 665/3-1, SCHN 665/6-1, SCHN 665/6-2 and MC 67/7-2) within the Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” (SPP 1293). The authors thank Dr. Thorsten Rasch for his support in implementing the experimental environment used in this chapter.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Schnotz, W. et al. (2017). Development of Dynamic Usage of Strategies for Integrating Text and Picture Information in Secondary Schools. In: Leutner, D., Fleischer, J., Grünkorn, J., Klieme, E. (eds) Competence Assessment in Education. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-50030-0_18
Download citation
DOI: https://doi.org/10.1007/978-3-319-50030-0_18
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-50028-7
Online ISBN: 978-3-319-50030-0
eBook Packages: EducationEducation (R0)