Abstract
Two experimental studies were carried out to investigate whether adding multimedia features in a concept mapping task would improve the quality of the map built by students and promote more effective learning with expository hypertexts. Ninety-Nine undergraduates built a concept map to learn about a topic (water cycle or nitrogen cycle) either with a text-based or with a multimedia presentation of concepts (i.e. concepts were presented as textual labels illustrated with relevant pictures). Multimedia presentation of concepts was expected to foster the construction of a more elaborate concept map, to increase information processing and to improve learning outcome. Results of the two experiments were consistent by showing that multimedia presentation led learners to spend more time building the concept map and to build more coherent maps (i.e. text-based inter-connected concepts). In addition, experiment 2 showed that the multimedia presentation of concepts in concept mapping could also foster deeper exploration of the hypertext. However, learning outcomes were not affected by the learning conditions.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198.
Alpert, S., & Grueneberg, K. (2001). Multimedia in Concept Maps: A Design Rationale and Web-Based Application. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 31–36). Norfolk: Association for the Advancement of Computing in Education (AACE).
Amadieu, F., & Salmerón, L. (2014). Concept maps for comprehension and navigation of hypertexts. In R. Hanewald & D. Ifenthaler (Eds.), Digital knowledge maps in education (pp. 41–59). New-York: Springer.
Amadieu, F., Van Gog, T., Paas, F., Tricot, A., & Mariné, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19(5), 376–386. https://doi.org/10.1016/j.learninstruc.2009.02.005.
Amadieu, F., Salmerón, L., Cegarra, J., Paubel, P., Lemarié, J., & Chevalier, A. (2015). Learning from concept-mapping and hypertext : An eye tracking study. Educational Technology & Society, 18(4), 100–112. Retrieved on September 2018 from https://www.researchgate.net/publication/281410141_Learning_from_Concept_Mapping_and_Hypertext_An_Eye_Tracking_Study.
Ayres, P., & Sweller, J. (2014). The Split-attention principle in multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 206–226). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.011.
Bezdan, E., Kester, L., & Kirschner, P. A. (2013). The influence of node sequence and extraneous load induced by graphical overviews on hypertext learning. Computers in Human Behavior, 29(3), 870–880. https://doi.org/10.1016/j.chb.2012.12.016.
Chang, K. E., Sung, Y. T., & Chen, S. F. (2001). Learning through computer-based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17(1), 21–33. https://doi.org/10.1111/j.1365-2729.2001.00156.x.
Colliot, T., & Jamet, É. (2018a). How does adding versus self-generating a hierarchical outline while learning from a multimedia document influence students' performances? Computers in Human Behavior, 80, 354–361. https://doi.org/10.1016/j.chb.2017.11.037.
Colliot, T., & Jamet, É. (2018b). Does self-generating a graphic organizer while reading improve students' learning? Computers & Education, 126, 13–22. https://doi.org/10.1016/j.compedu.2018.06.028.
DeStefano, D., & LeFevre, J.-A. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616–1641. https://doi.org/10.1016/j.chb.2005.08.012.
Dogusoy-Taylan, B., & Cagiltay, K. (2014). Cognitive analysis of experts’ and novices’ concept mapping processes: An eye tracking study. Computers in Human Behavior, 36, 82–93. https://doi.org/10.1016/j.chb.2014.03.036.
Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48–63. https://doi.org/10.1016/j.learninstruc.2013.05.002.
Gurlitt, J., & Renkl, A. (2009). Prior knowledge activation: How different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy. Instructional Science, 38(4), 417–433. https://doi.org/10.1007/s11251-008-9090-5.
Gyselinck, V., Jamet, E., & Dubois, V. (2008). The role of working memory components in multimedia comprehension. Applied Cognitive Psychology, 22(3), 353–374. https://doi.org/10.1002/acp.1411.
Kühl, T., Navratil, S. D., & Münzer, S. (2018). Animations and static pictures: The influence of prompting and time of testing. Learning and Instruction, 58, 201–209. https://doi.org/10.1016/j.learninstruc.2018.07.006.
Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65–99.
Lechuga, M. T., Ortega-Tudela, J. M., & Gómez-Ariza, C. J. (2015). Further evidence that concept mapping is not better than repeated retrieval as a tool for learning from texts. Learning and Instruction, 40, 61–68. https://doi.org/10.1016/j.learninstruc.2015.08.002.
Lenzner, A., Schnotz, W., & Müller, A. (2013). The role of decorative pictures in learning. Instructional Science, 41(5), 811–831. https://doi.org/10.1007/s11251-012-9256-z.
Mayer, R. E. (2009). Multimedia principle. In R. E. Mayer (Ed.), Multimedia learning (2nd ed., pp. 223–241). New York: Cambridge University Press.
Morfidi, E., Mikropoulos, A., & Rogdaki, A. (2018). Using concept mapping to improve poor readers’ understanding of expository text. Education and Information Technologies, 23(1), 271–286. https://doi.org/10.1007/s10639-017-9600-7.
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448.
O'donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14(1), 71–86. https://doi.org/10.3102/00346543076003413.
Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.
Pirnay-Dummer, P., & Ifenthaler, D. (2011). Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks. Instructional Science, 39(6), 901–919. https://doi.org/10.1007/s11251-010-9153-2.
Redford, J. S., Thiede, K. W., Wiley, J., & Griffin, T. D. (2012). Concept mapping improves metacomprehension accuracy among 7th graders. Learning and Instruction, 22(4), 262–270. https://doi.org/10.1016/j.learninstruc.2011.10.007.
Roessger, K. M., Daley, B. J., & Hafez, D. A. (2018). Effects of teaching concept mapping using practice, feedback, and relational framing. Learning and Instruction, 54, 11–21. https://doi.org/10.1016/j.learninstruc.2018.01.011.
Rouet, J. F., & Britt, M. A. (2011). Relevance processes in multiple document comprehension. Text relevance and learning from text. In McCrudden, Magliano & Schraw (Ed). Toward an integrated view of relevance in text comprehension, 19–52.
Salmerón, L., Kintsch, W., & Cañas, J. J. (2006). Reading strategies and prior knowledge in learning from hypertext. Memory & Cognition, 34(5), 1157–1171. https://doi.org/10.3758/BF03193262.
Salmerón, L., Baccino, T., Cañas, J. J., Madrid, R. I., & Fajardo, I. (2009). Do graphical overviews facilitate or hinder comprehension in hypertext? Computers & Education, 53(4), 1308–1319. https://doi.org/10.1016/j.compedu.2009.06.013.
Schnotz, W. (2002). Commentary: Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14(1), 101–120. https://doi.org/10.1023/A:1013136727916.
Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2017). Studying and constructing concept maps: A meta-analysis. Educational Psychology Review, 30(2), 431–455. https://doi.org/10.1007/s10648-017-9403-9.
Schüler, A. (2017). Investigating gaze behavior during processing of inconsistent text-picture information: Evidence for text-picture integration. Learning and Instruction, 49, 218–231. https://doi.org/10.1016/j.learninstruc.2017.03.001.
Schüler, A., Arndt, J., & Scheiter, K. (2015). Processing multimedia material: Does integration of text and pictures result in a single or two interconnected mental representations? Learning and Instruction, 35, 62–72. https://doi.org/10.1016/j.learninstruc.2014.09.005.
Serra, M. J., & Dunlosky, J. (2010). Metacomprehension judgements reflect the belief that diagrams improve learning from text. Memory, 18(7), 698–711. https://doi.org/10.1080/09658211.2010.506441.
Stull, A. T., & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808–820. https://doi.org/10.1037/0022-0663.99.4.808.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312.
Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57(4), 247–262. https://doi.org/10.1006/ijhc.2002.1017.
van Amelsvoort, M., van der Meij, J., Anjewierden, A., & van der Meij, H. (2013). The importance of design in learning from node-link diagrams. Instructional Science, 41(5), 833–847. https://doi.org/10.1007/s11251-012-9258-x.
Vázquez-Cano, E., López Meneses, E., & Sánchez-Serrano, J. L. S. (2015). Analysis of social worker and Educator's areas of intervention through multimedia concept maps and online discussion forums in higher education. Electronic Journal of e-Learning, 13(5), 333–346.
Vörös, Z., Rouet, J. F., & Pléh, C. (2011). Effect of high-level content organizers on hypertext learning. Computers in Human Behavior, 27(5), 2047–2055. https://doi.org/10.1016/j.chb.2011.04.005.
Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24(4), 345–376.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendices
Appendix 1
Appendix 2
Rights and permissions
About this article
Cite this article
Sanchiz, M., Lemarié, J., Chevalier, A. et al. Investigating multimedia effects on concept map building: Impact on map quality, information processing and learning outcome. Educ Inf Technol 24, 3645–3667 (2019). https://doi.org/10.1007/s10639-019-09943-x
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-019-09943-x