The influence of presentation, organization, and example context on text learning

Matthew McCrudden, Gregory Schraw, Kendall Hartley, A. Kiewra Kenneth

Research output: Contribution to journalArticle

11 Scopus citations

Abstract

This research compared high-load and low-load versions of a text by manipulating text presentation, text organization, and example context on measures of fact and concept learning. The low-load text presentation variable enhanced fact and concept learning and post-reading ease of comprehension ratings. The low-load text organization variable led to higher post-reading ease of comprehension ratings. Ease of comprehension was related significantly to fact and concept learning. These findings are supported by cognitive load theory and extend the research to include variables that influence text processing.

Original languageEnglish (US)
Pages (from-to)289-306
Number of pages18
JournalJournal of Experimental Education
Volume72
Issue number4
DOIs
StatePublished - Jul 1 2004

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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