Commentary: Towards an Integrated View of Learning from Text and Visual Displays

By Wolfgang Schnotz. 2002

493 citations recorded by the source corpus.

Subfields: Automotive Engineering, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c17cb77a546ea7446b8078247fd8a03760fcd3dc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Automotive Engineering

1. J. V. van Merriënboer
2. Brian Hand
3. L. Yore
4. G. Philippou
5. P. Sol Hart
6. Yen-Ting Lin
7. Alexander Renkl
8. Yueh-Min Huang

In Developmental and Educational Psychology

1. Fred Paas
2. J. V. van Merriënboer
3. Alexander Renkl
4. John Sweller
5. Slava Kalyuga
6. Tamara van Gog
7. Pieter Wouters
8. Christine D. Tippett

In Experimental and Cognitive Psychology

1. Fred Paas
2. J. V. van Merriënboer
3. Alexander Renkl
4. Slava Kalyuga
5. John Sweller
6. Tamara van Gog
7. Pieter Wouters
8. Christine D. Tippett

Citations in the corpus

• THE FUNCTIONS OF PICTURES IN PROBLEM SOLVING (2004, background): “2–328 PME28 – 2004 considered as two distinct kinds of representation and communication of mathematical ideas, with fundamental differences in regard with their informational content, structure and usability (Schnotz, 2002), which complement each other.”
• Investigating the impact of video games on high school students' engagement and learning about genetics (2009, background): “We remind readers that cognitive processing is only one factor that contributes to effective learning; affective impacts and motivational factors should be considered as well (Schnotz, 2002).”
• A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use (2012, methodology): “According to dual coding theory (Clark & Paivio,1991; Schnotz, 2002), the effects of visual information on learning are more signi fi cant than those derived from verbal information because visual information is processed in both imagery and verbal cognitive systems, while verbal information is…”
• Visual and Spatial Modes in Science Learning (2009, background): “Mental models are thought to be constructed through the interaction of the visual and verbal systems in working memory (Schnotz, 2002).”
• Expertise reversal effect and its instructional implications: introduction to the special issue (2010, background): “The second discussion paper is authored by one of the leaders in the field of cognitive load theory and multimedia learning (Schnotz 2002; Schnotz and Kürschner 2007).”
• How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “A second characteristic of animations is that they can be seen as depictive external representations (Schnotz, 2002).”
• The Educational Value of Multiple-representations when Learning Complex Scientific Concepts (2008, background): “For example, Schnotz (2002) discusses the way that descriptive representations are symbolic in nature whereas depictive representations are iconic.”
• DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “Much research has focussed on heterogeneous systems e ones that combine text and graphics (Mayer, 1997; Schnotz, 2002) or multi-sensory systems such as written text or pictures presented with spoken narration (Kalyuga, 2000).”
• Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance (2018, background): “An overall perspective is provided by research on the effect of depictive and descriptive representations on creativity and problem-solving (Schnotz & Bannert, 2003; Schnotz, 2002; Schnotz, Baadte, Müller, & Rasch, 2010).”
• Epilogue: Plotting a Research Agenda for Multiple Representations, Multiple Modality, and Multimodal Representational Competency (2010, background): “Schnotz (2002) proposed an integrative model of words and picture comprehension that emphasized mental representations of multimodal texts and predicted the involvement of visual and verbal processing systems resulting in a more elaborate process than implied by a secondary coding of information.”
• Using diagrams as tools for the solution of non-routine mathematical problems (2009, background): “In support of this argument, many researchers refer to individuals’ representational preferences and cognitive styles (e.g., Schnotz, 2002; Presmeg, 2006).”
• Collaboration Scripts – A Conceptual Analysis (2006, background): “There is a significant amount of literature about how learners process different forms of external representations and how these affect learning (e.g., Mayer, 2001; Schnotz, 2002; Suthers and Hundhausen, 2003; Vekiri, 2002).”
• Edutainment: is learning at risk? (2003, background): “Schnotz (2002), for example, argues that visual displays can support communication, thinking, and learning only if they interact appropriately with the individual’s cognitive system.”