Does Providing Pictures and Words in a Causal Diagram Affect Text Learning?

• In Event: Learning From Text Experiences

Abstract

This study examines whether words and pictures in an adjunct display affect learning from text. College-age participants (N = 84) were asked to read a science text about plate tectonics. Before reading they were randomly assigned to one of four adjunct display conditions that resulted from the combination of two factors (words and pictures): no diagram (control); words-only diagram; pictures-only diagram, or words-and-pictures diagram. After studying their respective materials, the participants completed several learning outcomes. Interactions and main effects primarily in favor of providing pictures and words in a causal diagram were found on the measures. Educational implications and future research considerations are discussed.

Authors

• Carolyn J. Hushman, University of New Mexico

• Scott C. Marley, University of New Mexico

• Matthew T. McCrudden, Victoria University of Wellington