Coordinating Spatial Concepts and Verbal Explanations in Text Versus Video

• In Event: Memory and Learning

Abstract

This study examined how the format of an online lesson can best facilitate active coordination of multiple concepts. In a between-subjects design, a video lesson on a statistical concept (sum of squares) as well as a transcribed “graphic novel” version of the lesson were designed to facilitate coordination of spatial concepts and verbal information. The “graphic novel” included arrows, brackets, and other visual signals to connect text with spatial information on graphs. To manipulate active engagement with these lessons, students were either provided with guided notes to fill out while going through the content or not. Results found that those with guided notes performed better than those without notes, and spent more time on the lesson, regardless of lesson format.

Authors

• Caylor Davis, University of California - Los Angeles

• Darrill Ramirez Romero, California State University - Los Angeles

• Ji Son