Investigating multimedia effects on concept map building: impact on map quality, information processing and learning outcome
Mylene Sanchiz
(1, 2)
,
Julie Lemarié
(2)
,
Aline Chevalier
(3)
,
Julien Cegarra
(4)
,
Pierre-Vincent Paubel
(3)
,
Ladislao Salmerón
(5)
,
Franck Amadieu
(6)
1
CeRCA [Poitiers] -
Centre de recherches sur la cognition et l'apprentissage [UMR 7295]
2 CLLE-LTC - Cognition, Langues, Langage, Ergonomie
3 CLLE-ERSS - Cognition, Langues, Langage, Ergonomie
4 SCoTE - Sciences de la Cognition, Technologie, Ergonomie
5 UV - Universitat de València
6 CLLE - Cognition, langues, langage, ergonomie
2 CLLE-LTC - Cognition, Langues, Langage, Ergonomie
3 CLLE-ERSS - Cognition, Langues, Langage, Ergonomie
4 SCoTE - Sciences de la Cognition, Technologie, Ergonomie
5 UV - Universitat de València
6 CLLE - Cognition, langues, langage, ergonomie
Mylene Sanchiz
- Fonction : Auteur
- PersonId : 1004816
Aline Chevalier
- Fonction : Auteur
- PersonId : 170135
- IdHAL : aline-chevalier
- ORCID : 0000-0002-8322-6704
- IdRef : 070546312
Julien Cegarra
- Fonction : Auteur
- PersonId : 170294
- IdHAL : juliencegarra
- ORCID : 0000-0001-8443-2676
- IdRef : 090439562
Pierre-Vincent Paubel
- Fonction : Auteur
- PersonId : 749779
- IdHAL : pierre-vincent-paubel
- ORCID : 0000-0002-2376-4674
Ladislao Salmerón
- Fonction : Auteur
- PersonId : 794630
- ORCID : 0000-0002-4283-4279
Franck Amadieu
- Fonction : Auteur
- PersonId : 752476
- IdHAL : franck-amadieu
Résumé
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.
Format du dépôt | Notice |
---|---|
Type de dépôt | Article dans une revue |
Résumé |
en
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.
|
Titre |
en
Investigating multimedia effects on concept map building: impact on map quality, information processing and learning outcome
|
Auteur(s) |
Mylene Sanchiz
1, 2
, Julie Lemarié
2
, Aline Chevalier
3
, Julien Cegarra
4
, Pierre-Vincent Paubel
3
, Ladislao Salmerón
5
, Franck Amadieu
6
1
CeRCA [Poitiers] -
Centre de recherches sur la cognition et l'apprentissage [UMR 7295]
( 199401 )
- 99, avenue du Recteur Pineau 86000 Poitiers et 116 Boulevard Béranger 37000 Tours
- France
2
CLLE-LTC -
Cognition, Langues, Langage, Ergonomie
( 161396 )
- Maison de La Recherche 5, Allées Antonio Machado 31058 TOULOUSE CEDEX 9
- France
3
CLLE-ERSS -
Cognition, Langues, Langage, Ergonomie
( 24497 )
- Maison de La Recherche 5 Allées Antonio Machado 31058 TOULOUSE CEDEX 9
- France
4
SCoTE -
Sciences de la Cognition, Technologie, Ergonomie
( 527379 )
- INU Champollion - Place de Verdun
81012 Albi Cedex 9
- France
5
UV -
Universitat de València
( 303680 )
- Av. de Blasco Ibáñez, 13, 46010 València
- Espagne
6
CLLE -
Cognition, langues, langage, ergonomie
( 489956 )
- Maison de la Recherche
5 Allée Antonio Machado
31058 Toulouse cedex 9
- France
|
Vulgarisation |
Non
|
Comité de lecture |
Oui
|
Audience |
Internationale
|
Date de publication |
2019-11
|
Date de publication électronique |
2019-06-29
|
Volume |
24
|
Numéro |
6
|
Page/Identifiant |
3645–3667
|
Langue du document |
Anglais
|
Nom de la revue |
|
Domaine(s) |
|
Mots-clés |
en
Hypertext, Multimedia effect, Learning, Navigation, Concept mapping, Information processing
|
DOI | 10.1007/s10639-019-09943-x |
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