Promoting Computerized Learning via Pictorial Access to On-screen Text
Abstract: In two experiments learners used computerized learning material which consisted of static pictures and on-screen text relating to the physiology of vision in one of two formats. The formats differed in method of access to text. It was hypothesized that accessing text by clicking on picture components would produce superior learning to linear access i.e. clicking forwards and backwards buttons (Exps. 1 and 2). Exp. 2 also investigated whether effects were dependent on learners’ domain-specific prior knowledge. Results indicated that pictorial access to text promotes learning about pictures (picture completion and picture labeling) but not texts (verbal retention). Effects of mode of access on transfer performance were inconsistent. Mode of access effects did not depend on prior knowledge.