• Simone Herrlinger
  • Tim Höffler
  • Maria Opfermann
  • Detlev Leutner
Adding pictures to a text is very common in today’s education and might be
especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design
principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children’s cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental
model, and effective learning would not take place.
Original languageEnglish
JournalResearch in Science Education
Volume47
Issue3
Pages (from-to)685-704
Number of pages20
DOIs
StatePublished - 2017

    Research areas

  • Research in teaching and learning - Multimedia learning, elementary science education, split attention, Multimedia effect, Modality effect
  • Educational processes in preschool education

ID: 627704