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 language | English (US) |
|---|---|
| Pages (from-to) | 289-306 |
| Number of pages | 18 |
| Journal | Journal of Experimental Education |
| Volume | 72 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jul 1 2004 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
Cite this
}
The influence of presentation, organization, and example context on text learning. / McCrudden, Matthew; Schraw, Gregory; Hartley, Kendall; Kenneth, A. Kiewra.
In: Journal of Experimental Education, Vol. 72, No. 4, 01.07.2004, p. 289-306.Research output: Contribution to journal › Article
TY - JOUR
T1 - The influence of presentation, organization, and example context on text learning
AU - McCrudden, Matthew
AU - Schraw, Gregory
AU - Hartley, Kendall
AU - Kenneth, A. Kiewra
PY - 2004/7/1
Y1 - 2004/7/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=4344669432&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=4344669432&partnerID=8YFLogxK
U2 - 10.3200/JEXE.72.4.289-306
DO - 10.3200/JEXE.72.4.289-306
M3 - Article
AN - SCOPUS:4344669432
VL - 72
SP - 289
EP - 306
JO - Journal of Experimental Education
JF - Journal of Experimental Education
SN - 0022-0973
IS - 4
ER -