Cognitive Principles for Effective Uses of Visual Information Improve Mathematics Learning by Encouraging Deeper Processing

• In Event: Bridging Research and Practice: Findings From the National Center on Cognition and Mathematics Instruction

Abstract

Images in mathematics textbooks are intended to be informative and interesting. How images are used in concert with text greatly influences student comprehension and learning (e.g., Butcher, 2006). Instructional design principles based on cognitive processing theories prescribe best practices for presenting images along with text in learning materials (Mayer, 2009). Yet little previous work has examined cognitive processing in widely used, commercially-available, mathematics curriculummaterials.

Working with the creators of the Connected Mathematics Project (CMP2; Lappan et al., 2006), we made revisions to the commercial materials, based on three principles: Assisting in the integration of information between text and images (Contiguity), highlighting mathematically relevant information (Signaling), and eliminating potentially distracting images (Coherence; Mayer, 2009).

Fifty-seven middle-school students (M = 11.12 years) were given a lesson on graphing from either the original or revised CMP2. We assessed prior knowledge using self-reports (e.g. Mautone & Mayer, 2001), and post-lesson tests (posttest) using basic measures of graphing skills, a graph construction problem and a graph pattern identification problem.

Eye-tracking measures were used to study cognitive processing based on the eye- mind assumption (Just & Carpenter, 1980). In this study we consider first pass and second pass dwell times for images and text across original and revised lesson materials. First pass dwell time was the total duration of fixations in an area of interest from first entry to exit (Holmqvist, et al., 2011), with longer processing time indicating greater cognitive load (Hyönä & Nurminen, 2006). Second pass dwell time was defined as the total duration of all fixations in an area of interest after first exiting the area, and served as an indicator of time spent on integrative processing (Mason, Pluchino, Tornatora & Ariasi, 2013).

No differences in posttest scores were found. However, increased posttest scores had statistically significant and marginally significant correlations with some specific dwell times in areas of interest for both conditions. In the original condition, there was a negative correlation with first pass dwell time on text (r = - 0.51; p < 0.05), and positive correlation with second pass dwell time on images (r = 0.47; p < 005). There was also a marginally significant positive association with first pass dwell time on the image (r = 0.38; p < 0.1).

In the revised condition, there was a negative correlation with second pass dwell time on text (r = - 0.55; p < 0.05 and marginally significant negative associations with first pass dwell time on the text (r = -0.33; p < 0.1), and second pass dwell time on the image (r = -0.33; p < 0.1; see Figure 1).

We contribute to the theory of cognitively based design principles by demonstrating some differing relationships between gaze patterns and posttest scores. With revised materials, students who spent less time on images had greater posttest scores, while the opposite was true with original materials. It may be that original materials require students to spend more time processing to benefit from images, while efficiency is advantageous with revised materials.

Authors

• Joseph E Michaelis, University of Wisconsin - Madison

• Virginia E. Clinton, University of North Dakota

• Jennifer L. Cooper, University of Wisconsin - Madison

• Mitchell J. Nathan, University of Wisconsin - Madison

• Martha W. Alibali, University of Wisconsin - Madison