Rouet Understanding Multimedia Documents

1. Auflage 2008
ISBN: 978-0-387-73337-1
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 289 Seiten

Professionals who use multimedia documents as a tool to communicate concepts will find this a hugely illuminating text. It provides a comprehensive and up to date account of relevant research issues, methodologies and results in the area of multimedia comprehension. More specifically, the book draws connections between cognitive research, instructional strategies and design methodologies. It includes theoretical reviews, discussions of research techniques, ad original experimental contributions. The book highlights essential aspects of current theories, and trends for future research on the use of multimedia documents.

Autoren/Hrsg.

Rouet, Jean-Francois

Inhaltsverzeichnis

1;Understanding Multimedia Documents;2
1.1;Foreword;5
1.2;Contents;6
1.3;Contributors;8
2;Understanding Multimedia Documents: An Introduction;11
2.1;1.1 Introduction;11
2.2;1.2 A general Framework for the Study of Complex Document Comprehension;13
2.3;1.3 Memory Processes in Multimedia Comprehension (Section 1);14
2.4;1.4 Contextual Strategies in Document-Based Learning (Section 2);17
2.5;1.5 Multimedia Research in Perspective (Section 3);20
2.6;1.6 Conclusions and Perspectives;22
2.7;References;23
3;Why Multimedia Learning is not Always Helpful;26
3.1;2.1 Introduction;26
3.2;2.2 Cognitive Load in Multimedia Learning;27
3.2.1;2.2.1 Types of Cognitive Load;28
3.2.2;2.2.2 Differential Effects of Multimedia Presentations;29
3.3;2.3 Animation in Multimedia Learning;31
3.3.1;2.3.1 Differential Effects in Learning from Static and Animated Pictures;33
3.3.2;2.3.2 Learning from Different Kinds of Animations;36
3.4;2.4 A Closer Look on the Enabling and Facilitating Function of Multimedia;39
3.4.1;2.4.1 The Zone of Proximal Development from a Cognitive Load Perspective;39
3.4.2;2.4.2 Cognitive Load Effects of Manipulation and Simulation Pictures;43
3.4.3;2.4.3 Constraints on Germane Cognitive Load;45
3.5;2.5 Conclusions;47
3.6;References;49
4;Text and Picture Integration in Comprehending and Memorizing Spatial Descriptions;51
4.1;3.1 Introduction;51
4.2;3.2 Theoretical Framework;52
4.2.1;3.2.1 Spatial Mental Models and the Role of Imagery in the Comprehension of Spatial Texts;52
4.2.2;3.2.2 Visuo-Spatial Working Memory in Comprehending Spatial Descriptions;53
4.2.3;3.2.3 Discourse-Picture Integration in Spatial Descriptions: An Empirical Study;55
4.3;3.3 Experiment 1;57
4.3.1;3.3.1 Method;57
4.3.1.1;3.3.1.1 Participants;57
4.3.1.2;3.3.1.2 Materials;57
4.3.1.3;3.3.1.3 Procedure;58
4.3.2;3.3.2 Results and Discussion;58
4.4;3.4 Experiment 2;60
4.4.1;3.4.1 Objectives;60
4.4.2;3.4.2 Method;61
4.4.2.1;3.4.2.1 Participants;61
4.4.2.2;3.4.2.2 Materials and Procedure;61
4.4.3;3.4.3 Results and Discussion;61
4.5;3.5 Conclusions;63
4.6;References;64
5;Display of Key Pictures from Animation: Effects on Learning;68
5.1;4.1 Introduction;68
5.2;4.2 Multimedia Instruction for Understanding Dynamic Systems;69
5.2.1;4.2.1 Multimedia Animations as Instructional Devices;69
5.2.2;4.2.2 Does Animation Improve Learning?;70
5.2.3;4.2.3 Cognitive Load and the Design of Multimedia Instruction;73
5.2.4;4.2.4 Research Hypotheses;75
5.3;4.3 Experiment;75
5.3.1;4.3.1 Method;75
5.3.1.1;4.3.1.1 Participants and Design;75
5.3.1.2;4.3.1.2 Material and Apparatus;76
5.3.1.3;4.3.1.3 Procedure;77
5.3.2;4.3.2 Results and Discussion;77
5.3.2.1;4.3.2.1 Study Time;77
5.3.2.2;4.3.2.2 Time Spent in the Retention and Transfer Tests;78
5.3.2.3;4.3.2.3 Score for Retention and Transfer Tests;78
5.3.2.4;4.3.2.4 Subjective Evaluation;79
5.3.3;4.3.3 Discussion;80
5.4;4.4 Conclusion;82
5.5;References;83
6;Levels of Verbal Redundancy, Note-Taking and Multimedia Learning;86
6.1;5.1 Introduction;86
6.2;5.2 Theoretical Background;87
6.2.1;5.2.1 The Cognitive Load Theory;87
6.2.2;5.2.2 The Generative Theory of Multimedia Learning;88
6.2.3;5.2.3 Redundancy in Document Comprehension;88
6.2.3.1;5.2.3.1 Redundancy Defined as Superfluous Information;89
6.2.3.2;5.2.3.2 Redundancy and Learners’ Prior Knowledge;89
6.2.3.3;5.2.3.3 Redundancy Associated with Multiple Presentation Formats;90
6.2.4;5.2.4 Study Objectives;91
6.3;5.3 Experiment 1;93
6.3.1;5.3.1 Method;94
6.3.1.1;5.3.1.1 Subjects;94
6.3.1.2;5.3.1.2 Materials;94
6.3.1.3;5.3.1.3 Dependent Measures;96
6.3.1.4;5.3.1.4 Procedure;97
6.3.2;5.3.2 Results;97
6.3.2.1;5.3.2.1 Performance;97
6.3.2.2;5.3.2.2 Subjective Evaluation;98
6.3.3;5.3.3 Discussion;99
6.4;5.4 Experiment 2;100
6.4.1;5.4.1 Objectives;100
6.4.2;5.4.2 Method;102
6.4.3;5.4.3 Results;102
6.4.3.1;5.4.3.1 Learning Outcomes;102
6.4.3.2;5.4.3.2 Analyses of Students’ Impressions;102
6.4.4;5.4.4 Discussion;103
6.5;5.5 Discussion and General Conclusion;104
6.6;5.6 Appendix;106
6.7;References;106
7;Learning from a Multimedia Explanation: A Comparison of Static Pictures and Animation;109
7.1;6.1 Introduction;109
7.2;6.2 Constructing Mental Models from Multimedia Documents;110
7.2.1;6.2.1 Constructing Mental Models from Texts and Pictures;110
7.2.2;6.2.2 Processing Static and Dynamic Illustrations;111
7.2.3;6.2.3 Auditory Presentation of Verbal Information;114
7.3;6.3 Experiment;115
7.3.1;6.3.1 Rationale;115
7.3.2;6.3.2 Method;116
7.3.2.1;6.3.2.1 Participants;116
7.3.2.2;6.3.2.2 Materials;116
7.3.2.3;6.3.2.3 Procedure;119
7.3.3;6.3.3 Results;120
7.3.3.1;6.3.3.1 Data analysis;120
7.4;6.4 Discussion and Conclusions;121
7.5;References;123
8;Search and Comprehension Processes in Learning from Text;126
8.1;7.1 Introduction;126
8.2;7.2 Theoretical Background;127
8.2.1;7.2.1 Cognitive Processes in Searching for Information in Documents to Answer Questions;127
8.2.2;7.2.2 Differential Processes Involved in Answering Questions;129
8.2.3;7.2.3 The Role of Strategic Monitoring and Comprehension in Answering Questions from Text;131
8.3;7.3 Empirical Studies of Text Search;133
8.3.1;7.3.1 Experiment 1: Reading a Text and Answering Questions;134
8.3.1.1;7.3.1.1 Method;134
8.3.1.2;7.3.1.2 Results;139
8.3.1.3;7.3.1.3 Discussion;142
8.3.2;7.3.2 Experiment 2: Searching for Information to Answer Questions;143
8.3.2.1;7.3.2.1 Method;144
8.3.2.2;7.3.2.2 Results;144
8.3.2.3;7.3.2.3 Discussion;147
8.4;7.4 General Discussion and Conclusions;149
8.5;References;151
9;Searching User-Controllable Animations During Learning;153
9.1;8.1 Introduction;153
9.1.1;8.1.4 Negative Effects of Animation;155
9.1.2;8.1.4 Searching Animation;156
9.2;8.2 Using User Control;157
9.2.1;8.2.1 Is User Control Effective?;157
9.2.2;8.2.2 Methodological Challenges in Characterizing User Control;158
9.3;8.3 Investigating User Control;160
9.3.1;8.3.1 Integrating Multiple Data Sources;161
9.3.2;8.3.2 Data and Analysis;162
9.3.3;8.3.3 User Control Strategies and Tactics;165
9.3.4;8.3.4 Example Results;167
9.4;8.4 Conclusion;169
9.5;References;170
10;Studying Eye Movements in Multimedia Learning;172
10.1;9.1 Introduction;172
10.2;9.2 The Added Value of Studying Eye Movements in Multimedia Learning;173
10.3;9.3 The GazeTrackerTM Software;175
10.4;9.4 Experiment;176
10.4.1;9.4.1 Objectives;176
10.4.2;9.4.2 Method;179
10.4.2.1;9.4.2.1 Participants and Design;179
10.4.2.2;9.4.2.2 Apparatus;179
10.4.2.3;9.4.2.3 Materials;179
10.4.2.4;9.4.2.4 Procedure;181
10.4.3;9.4.3 Results and Discussion;182
10.5;9.5 General Discussion and Conclusions;184
10.6;References;186
11;The Interaction of Verbal and Pictorial Information in Comprehension and Memory;188
11.1;10.1 Introduction;188
11.2;10.2 Experiment 1;190
11.2.1;10.2.1 Objectives;190
11.2.2;10.2.2 Method;191
11.2.2.1;10.2.2.1 Participants;191
11.2.2.2;10.2.2.2 Materials and Procedure;191
11.2.3;10.2.3 Results and Discussion;193
11.2.3.1;10.2.3.1 Comprehension Times of Results Sections;193
11.2.3.2;10.2.3.2 Interest Ratings;194
11.2.3.3;10.2.3.3 Recognition of Results Description in Text;194
11.2.3.4;10.2.3.4 Recognition of Results Depiction in Graph;195
11.2.3.5;10.2.3.5 Confidence in Text Recognition;195
11.2.3.6;10.2.3.6 Confidence in Graph Recognition;195
11.3;10.3 Experiment 2;196
11.3.1;10.3.1 Objectives;196
11.3.2;10.3.2 Method;196
11.3.2.1;10.3.2.1 Participants;196
11.3.2.2;10.3.2.2 Materials, Procedure, Apparatus, and Design;196
11.3.3;10.3.3 Results and Discussion;197
11.3.3.1;10.3.3.1 Comprehension Times of Results Sections;197
11.3.3.2;10.3.3.2 Gaze Durations on Text;197
11.3.3.3;10.3.3.3 Gaze Durations on Graphs;198
11.3.3.4;10.3.3.4 Eye Movements Between Text and Graph;199
11.3.3.5;10.3.3.5 Interest Ratings;199
11.3.3.6;10.3.3.6 Recognition of Results Description in Text;199
11.3.3.7;10.3.3.7 Recognition of Results Depiction in Graph;199
11.3.3.8;10.3.3.8 Confidence in Text Recognition;200
11.3.3.9;10.3.3.9 Confidence in Graph Recognition;200
11.4;10.4 General Discussion and Conclusions;200
11.5;10.1 Appendix;202
11.6;References;203
12;Hypertext Was Born Around 1200;205
12.1;11.1 Introduction;205
12.2;11.2 Analyzing Reading Tools of Ancient Books: Methodological Aspects;207
12.2.1;11.2.1 Documentation Sources;207
12.2.2;11.2.2 Study Limitations;207
12.3;11.3 A Short History of Book Reading Tools;208
12.3.1;11.3.1 The Linear Codex: A Device to Memorize Orally Transmitted Knowledge;208
12.3.1.1;11.3.1.1 The Codex as a Major Shift in the Structuring of Textual Materials;208
12.3.1.2;11.3.1.2 Links Between Written Text and Orality;208
12.3.1.3;11.3.1.3 Oral Tradition vs. Written Memory;209
12.3.2;11.3.2 The Birth of Non-linearity in the Written Text;209
12.3.2.1;11.3.2.1 Reading Tools Needed Page as a Crucible to Develop;209
12.3.2.2;11.3.2.2 Divisions and Marks in Greater Variety;210
12.3.2.3;11.3.2.3 An ‘‘Embryo’’ of Non-linearity in Text and Reading;210
12.3.2.4;11.3.2.4 Written Text to Transmit the Fixed Word of God;212
12.3.3;11.3.3 How Written Text Became an Efficient Non-linear Artifact;212
12.3.3.1;11.3.3.1 Reading Tools Were Made for Readers;212
12.3.3.2;11.3.3.2 A New, ‘‘Radical’’ Reading Activity During the 13th Century;213
12.3.3.3;11.3.3.3 Reading Tools to Support Non-linear Reading;214
12.3.3.4;11.3.3.4 Two Important Tools: Index and Table of Contents;214
12.3.4;11.3.4 The Generalisation of Non-linearity;215
12.3.4.1;11.3.4.1 Text Secularization Increased the Need for Reading Tools;215
12.3.4.2;11.3.4.2 New Systematic Reading Tools to Renew Knowledge;216
12.3.4.3;11.3.4.3 Xylography and Gutenberg’s Press Allowed the Generalisation of Non-linear Books;217
12.4;11.4 Going Back to Non-linearity Principles;217
12.4.1;11.4.1 Standardized Reading Tools Made Non-linear Reading Efficient;217
12.4.2;11.4.2 Linear vs. Non-linear Documents;218
12.4.3;11.4.3 Linear vs. Non-linear Uses of Text and Hypertext;220
12.5;11.5 Conclusions;221
12.6;References;222
13;From Film and Television to Multimedia Cognitive Effects;225
13.1;12.1 Introduction;225
13.2;12.2 Medium Specificity and Television Comprehension;226
13.2.1;12.2.1 Early Studies of Film Viewers’ Attitude;226
13.2.2;12.2.2 Theories and Empirical Evidence About TV Viewers;228
13.2.3;12.2.3 Towards a Functional Definition of Mental Effort;229
13.2.4;12.2.4 A Comparability Problem;233
13.3;12.3 Comparisons Focused on Similar Cognitive Text Requirements;235
13.3.1;12.3.1 Experiment 1: Restoring Coherence in Television Viewing and in Reading;235
13.3.1.1;12.3.1.1 Hypotheses;236
13.3.1.2;12.3.1.2 Method;236
13.3.1.3;12.3.1.3 Results;238
13.3.2;12.3.2 Experiment 2: Comparison Between a Literary and a Film Creative Text Comprehension;239
13.3.2.1;12.3.2.1 Hypotheses;239
13.3.2.2;12.3.2.2 Method;240
13.3.2.3;12.3.2.3 Results and Discussion;241
13.4;12.4 Text Comprehension and Multimedia Comprehension;242
13.5;12.5 Conclusion and Research Perspectives;244
13.6;Notes;246
13.7;References;247
14;How Should We Evaluate Multimedia Learning Environments?;250
14.1;13.1 Introduction;250
14.2;13.2 First Generation Experiments;251
14.2.1;13.2.1 Positive Features;252
14.2.2;13.2.2 Negative Features;253
14.3;13.3 The Need for Alternative Approaches to Evaluating Multimedia Learning;256
14.3.1;13.3.1 Who Benefits from Learning with (Specific Forms of) Multimedia?;257
14.3.2;13.3.2 How do People Learn with Multimedia?;259
14.3.3;13.3.3 How does Learning with Multimedia Change Over Time?;261
14.3.4;13.3.4 How does the Wider Context Influence Learning with Multimedia?;262
14.4;13.4 Conclusion;263
14.5;References;264
15;Memory Processes in Text and Multimedia Comprehension: Some Reflections and Perspectives;267
15.1;14.1 Introduction;267
15.2;14.2 Comprehension as a Complex Task Involving Costly Components;268
15.2.1;14.2.1 Comprehension is Goal-Directed;268
15.2.2;14.2.2 Comprehension is a Real-Time Activity;269
15.2.3;14.2.3 Comprehension as a Strategic Activity;271
15.3;14.3 On the Coordination of Components Skills in Comprehension;272
15.3.1;14.3.1 Two Different Coordination Mechanisms;272
15.3.2;14.3.2 Automaticity and its Limits;274
15.3.3;14.3.3 Adapting the Processing/Comprehension Rhythm;275
15.4;14.4 Challenges and Perspectives for Multimedia Research;276
15.4.1;14.4.1 Interventions in Textual Formulations and Document Design;276
15.4.2;14.4.2 Improving Readers’ Processing of Texts and Documents?;277
15.5;References;278
16;Author Index;281
17;Subject Index;288