Rouet Understanding Multimedia Documents

1. Auflage 2008
ISBN: 978-0-387-73337-1
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 290 Seiten

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