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International Conference on Theory and Application of Diagrams

Diagrams 2010: Diagrammatic Representation and Inference pp 304–306Cite as

How Does Text Affect the Processing of Diagrams in Multimedia Learning?

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Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 6170))

Abstract

In multimedia learning, adding written text to a diagram tends to hurt learning when the verbal information could instead be presented as narration. Explanations of this effect have been based on models of working memory. The current study employs eye tracking to explore an alternative explanation: that this effect stems from differences in perceptual processing instead. The results of this study suggest that accompanying diagrams with written text leads to perceptual (visual) overload. This finding represents an important distinction for explanations of multimedia learning effects.

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Author information

Authors and Affiliations

  1. Knowledge Media Research Center, Konrad-Adenauer-Strasse 40, 72072, Tuebingen, Germany

    Krista E. DeLeeuw

  2. Department of Psychology, University of California, Santa Barbara, California, 93106-9660

    Richard E. Mayer & Barry Giesbrecht

Authors
  1. Krista E. DeLeeuw
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  2. Richard E. Mayer
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  3. Barry Giesbrecht
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Editor information

Editors and Affiliations

  1. School of Interactive Computing, Design & Intelligence Laboratory, Georgia Institute of Technology,, 85 Fifth Street, NW 30308, Atlanta, GA, USA

    Ashok K. Goel

  2. Computer Laboratory, University of Cambridge, JJ Thomson Avenue, CB3 0FD, Cambridge, UK

    Mateja Jamnik

  3. Department of Computer Science & Software Engineering, Auburn University, 345 W. Magnolia Street, 36849-5347, Auburn, AL, USA

    N. Hari Narayanan

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© 2010 Springer-Verlag Berlin Heidelberg

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DeLeeuw, K.E., Mayer, R.E., Giesbrecht, B. (2010). How Does Text Affect the Processing of Diagrams in Multimedia Learning?. In: Goel, A.K., Jamnik, M., Narayanan, N.H. (eds) Diagrammatic Representation and Inference. Diagrams 2010. Lecture Notes in Computer Science(), vol 6170. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-14600-8_36

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  • DOI: https://doi.org/10.1007/978-3-642-14600-8_36

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-14599-5

  • Online ISBN: 978-3-642-14600-8

  • eBook Packages: Computer ScienceComputer Science (R0)

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