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Comparing Comics and Illustrated Texts in Multimedia Learning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Comparing Comics and Illustrated Texts in Multimedia Learning./
作者:	Pelzner, Jackson S.
面頁冊數:	1 online resource (85 pages)
附註:	Source: Masters Abstracts International, Volume: 85-03.
Contained By:	Masters Abstracts International85-03.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798380343718

Comparing Comics and Illustrated Texts in Multimedia Learning.
Pelzner, Jackson S.

Comparing Comics and Illustrated Texts in Multimedia Learning. - 1 online resource (85 pages)

Source: Masters Abstracts International, Volume: 85-03.

Thesis (M.A.)--University of Nevada, Las Vegas, 2023.

Includes bibliographical references

The purpose of this research was to examine how different forms of media, in particular science comics and illustrated texts, contribute to different patterns of learning. While the standard illustrated text seen in a textbook has been a useful tool for instruction, science comics appear to be an alternative that could be used in lieu of media that use the traditional illustrated text format. The comic format, known more for its visual appeal to readers, is consistent with the principles of the Cognitive Theory of Multimedia Learning (Mayer, 2009), though comprehension may require different mechanisms (Cohn, 2013a). It was hypothesized that the joint processing of the narrative in the text and the visual narrative in the illustrations could make the comic format more effective for acquiring and remembering scientific information. Two experiments were conducted using explicit and inferential question types to compare performance between comics, illustrated texts, and text-only materials. Both verbatim and applied question types were included to see if performance changed based on the type of mental representation required to answer questions correctly. Image recognition checks revealed poor target-lure discrimination ability, which suggests that participants were not focusing on illustrated text images when presented. Null findings from these experiments may have implications for theory and future studies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380343718Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

ComicsIndex Terms--Genre/Form:

554714
Electronic books.

Comparing Comics and Illustrated Texts in Multimedia Learning.
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520 $a The purpose of this research was to examine how different forms of media, in particular science comics and illustrated texts, contribute to different patterns of learning. While the standard illustrated text seen in a textbook has been a useful tool for instruction, science comics appear to be an alternative that could be used in lieu of media that use the traditional illustrated text format. The comic format, known more for its visual appeal to readers, is consistent with the principles of the Cognitive Theory of Multimedia Learning (Mayer, 2009), though comprehension may require different mechanisms (Cohn, 2013a). It was hypothesized that the joint processing of the narrative in the text and the visual narrative in the illustrations could make the comic format more effective for acquiring and remembering scientific information. Two experiments were conducted using explicit and inferential question types to compare performance between comics, illustrated texts, and text-only materials. Both verbatim and applied question types were included to see if performance changed based on the type of mental representation required to answer questions correctly. Image recognition checks revealed poor target-lure discrimination ability, which suggests that participants were not focusing on illustrated text images when presented. Null findings from these experiments may have implications for theory and future studies.
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