Effects of instructor-provided visuals on learner-generated explanations

References

• Adesope, O. O., & Nesbit, J. C. (2013). Animated and static concept maps enhance learning from spoken narration. Learning and Instruction, 27, 1–10. https://doi.org/10.1016/j.learninstruc.2013.02.002
   Web of Science ®Google Scholar
• Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. https://doi.org/10.1016/j.learninstruc.2006.03.001
   Web of Science ®Google Scholar
• Ainsworth, S., & Loizou, A. (2003). The effects of self‐explaining when learning with text or diagrams. Cognitive Science, 27(4), 669–681. https://doi.org/10.1207/s15516709cog2704_5
   Web of Science ®Google Scholar
• Amadieu, F., van Gog, T., Paas, F., Tricot, A., & Marine, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19(5), 376–386. https://doi.org/10.1016/j.learninstruc.2009.02.005
   Web of Science ®Google Scholar
• Ausubel, D. P. (1962). A subsumption theory of meaningful verbal learning and retention. The Journal of General Psychology, 66(2), 213–224. https://doi.org/10.1080/00221309.1962.9711837
   PubMed Web of Science ®Google Scholar
• Benjamin, D. J., & Berger, J. O. (2019). Three recommendations for improving the use of p-values. The American Statistician, 73(sup1), 186–191. https://doi.org/10.1080/00031305.2018.1543135
   Web of Science ®Google Scholar
• Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98(1), 182–197. https://doi.org/10.1037/0022-0663.98.1.182
   Web of Science ®Google Scholar
• Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182. https://doi.org/10.1207/s15516709cog1302_1
   Web of Science ®Google Scholar
• Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Cognitive activities in complex science text and diagrams. Contemporary Educational Psychology, 35(1), 59–74. https://doi.org/10.1016/j.cedpsych.2009.10.002
   Web of Science ®Google Scholar
• Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
   PubMed Web of Science ®Google Scholar
• Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48–63. https://doi.org/10.1016/j.learninstruc.2013.05.002
   Web of Science ®Google Scholar
• Fiorella, L., & Kuhlmann, S. (2020). Creating drawings enhances learning by teaching. Journal of Educational Psychology, 112(4), 811–822. https://doi.org/10.1037/edu0000392
   Web of Science ®Google Scholar
• Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717–741. https://doi.org/10.1007/s10648-015-9348-9
   Web of Science ®Google Scholar
• Fiorella, L., Pyres, M., & Hebert, R. (2021). Explaining and drawing activities for learning from multimedia: The role of sequencing and scaffolding. Applied Cognitive Psychology, 35(6), 1574–1584. https://doi.org/10.1002/acp.3871
   Web of Science ®Google Scholar
• Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534–2553. https://doi.org/10.1080/09500693.2014.899722
   Web of Science ®Google Scholar
• Kalkbrenner, M. T. (2021). Alpha, omega, and H internal consistency reliability estimates: Reviewing these options and when to use them. Counseling Outcome Research and Evaluation, 2021, 1–12. https://doi.org/10.1080/21501378.2021.1940118
   Google Scholar
• Kauffman, D. F., & Kiewra, K. A. (2010). What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization. Instructional Science, 38(6), 679–705. https://doi.org/10.1007/s11251-009-9095-8
   Web of Science ®Google Scholar
• Mayer, R. E. (2021). Multimedia learning, 3rd edition. Cambridge University Press.
   Google Scholar
• Mayer, R. E., & Fiorella, L. Eds. (2022). The Cambridge handbook of multimedia learning, Third edition. Cambridge University Press.
   Google Scholar
• McCrudden, M. T., McCormick, M. K., & McTigue, E. M. (2011). Do the spatial features of an adjunct display that readers complete while reading affect their understanding of a complex system? International Journal of Science and Mathematics Education, 9(1), 163–185. https://doi.org/10.1007/s10763-010-9236-1
   Web of Science ®Google Scholar
• McCrudden, M. T., & Rapp, D. N. (2017). How visual displays affect cognitive processing. Educational Psychology Review, 29(3), 623–639. https://doi.org/10.1007/s10648-015-9342-2
   Web of Science ®Google Scholar
• Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448. https://doi.org/10.3102/00346543076003413
   Web of Science ®Google Scholar
• Moreno, R., Ozogul, G., & Reisslein, M. (2011). Teaching with concrete and abstract visual representations: Effects on students’ problem solving, problem representations, and learning perceptions. Journal of Educational Psychology, 103(1), 32–47. https://doi.org/10.1037/a0021995
   Web of Science ®Google Scholar
• Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2016). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 108(4), 474–492. https://doi.org/10.1037/edu0000071
   Web of Science ®Google Scholar
• Nestojko, J. F., Bui, D. C., Kornell, N., & Bjork, E. L. (2014). Expecting to teach enhances learning and organization of knowledge in free recall of text passages. Memory & Cognition, 42(7), 1038–1048. https://doi.org/10.3758/s13421-014-0416-z
   PubMed Web of Science ®Google Scholar
• Ortega-Tudela, J. M., Lechuga, M. T., & Gómez-Ariza, C. J. (2019). A specific benefit of retrieval-based concept mapping to enhance learning from texts. Instructional Science, 47(2), 239–255. https://doi.org/10.1007/s11251-018-9476-y
   Web of Science ®Google Scholar
• Park, S., & Lim, J. (2007). Promoting positive emotion in multimedia learning using visual illustrations. Journal of Educational Multimedia and Hypermedia, 16(2), 141–162.
   Google Scholar
• Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21(1), 1–29. https://doi.org/10.1207/s15516709cog2101_1
   Web of Science ®Google Scholar
• Renkl, A., & Scheiter, S. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29(3), 599–621. https://doi.org/10.1007/s10648-015-9340-4
   Web of Science ®Google Scholar
• Robinson, D. H., & Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87(3), 455–467. https://doi.org/10.1037/0022-0663.87.3.455
   Web of Science ®Google Scholar
• Roscoe, R. D. (2014). Self-monitoring and knowledge-building in learning by teaching. Instructional Science, 42(3), 327–351. https://doi.org/10.1007/s11251-013-9283-4
   Web of Science ®Google Scholar
• Rosseel, Y. (2012). Iavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
   Web of Science ®Google Scholar
• Scaife, M., & Rogers, Y. (1996). External cognition: How do graphical representations work? International Journal of Human-Computer Studies, 45(2), 185–213. https://doi.org/10.1006/ijhc.1996.0048
   Web of Science ®Google Scholar
• Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2), 141–156. https://doi.org/10.1016/S0959-4752(02)00017-8
   Web of Science ®Google Scholar
• Schraw, G., & Paik, E. (2013). Towards a typology of instructional visual displays. In G. Schraw, M. T. McCrudden & D. Robinson (Eds.), Learning through visual displays (pp. 97–129). Information Age Publishing.
   Google Scholar
• Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2018). Studying and constructing concept maps: A meta-analysis. Educational Psychology Review, 30(2), 431–455. https://doi.org/10.1007/s10648-017-9403-9
   Web of Science ®Google Scholar
• Sung, E., & Mayer, R. E. (2012). When graphics improve liking but not learning from online lessons. Computers in Human Behavior, 28(5), 1618–1625. https://doi.org/10.1016/j.chb.2012.03.026
   Web of Science ®Google Scholar