Abstract
Students participated in a study (n = 98) investigating the effectiveness of three types of annotations on three learning outcome measures. The annotations were designed to support the cognitive processes in the comprehension of scientific texts, with a function to aid either the process of selecting relevant information, organizing the information in memory, or integrating information with prior knowledge. Learning outcomes were measured by assessing student recall of facts, comprehension of the text, and mental model construction. Results show that different types of annotations facilitate different learning outcomes. In addition, we found that, compared to having only one type of annotation available, multiple types of annotations resulted in a higher cognitive load that resulted in lower performance, especially in tests of higher-level processing. This effect was stronger for low-verbal-ability learners, who showed lower performance in treatments with multiple types of annotations than high-verbal-ability learners.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 59-72 |
| Number of pages | 14 |
| Journal | Educational Technology Research and Development |
| Volume | 53 |
| Issue number | 3 |
| State | Published - 2005 |
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ASJC Scopus subject areas
- Education
Cite this
The function of annotations in the comprehension of scientific texts : Cognitive load effects and the impact of verbal ability. / Wallen, Erik; Plass, Jan; Brünken, Roland.
In: Educational Technology Research and Development, Vol. 53, No. 3, 2005, p. 59-72.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The function of annotations in the comprehension of scientific texts
T2 - Cognitive load effects and the impact of verbal ability
AU - Wallen, Erik
AU - Plass, Jan
AU - Brünken, Roland
PY - 2005
Y1 - 2005
N2 - Students participated in a study (n = 98) investigating the effectiveness of three types of annotations on three learning outcome measures. The annotations were designed to support the cognitive processes in the comprehension of scientific texts, with a function to aid either the process of selecting relevant information, organizing the information in memory, or integrating information with prior knowledge. Learning outcomes were measured by assessing student recall of facts, comprehension of the text, and mental model construction. Results show that different types of annotations facilitate different learning outcomes. In addition, we found that, compared to having only one type of annotation available, multiple types of annotations resulted in a higher cognitive load that resulted in lower performance, especially in tests of higher-level processing. This effect was stronger for low-verbal-ability learners, who showed lower performance in treatments with multiple types of annotations than high-verbal-ability learners.
AB - Students participated in a study (n = 98) investigating the effectiveness of three types of annotations on three learning outcome measures. The annotations were designed to support the cognitive processes in the comprehension of scientific texts, with a function to aid either the process of selecting relevant information, organizing the information in memory, or integrating information with prior knowledge. Learning outcomes were measured by assessing student recall of facts, comprehension of the text, and mental model construction. Results show that different types of annotations facilitate different learning outcomes. In addition, we found that, compared to having only one type of annotation available, multiple types of annotations resulted in a higher cognitive load that resulted in lower performance, especially in tests of higher-level processing. This effect was stronger for low-verbal-ability learners, who showed lower performance in treatments with multiple types of annotations than high-verbal-ability learners.
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M3 - Article
AN - SCOPUS:23744480055
VL - 53
SP - 59
EP - 72
JO - Educational Technology Research and Development
JF - Educational Technology Research and Development
SN - 1042-1629
IS - 3
ER -