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What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation

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Abstract

We study the comprehension of a multimedia technical document about gear functioning by young pupils. The research is focused on the effect of three factors on the construction of a mental model: illustration format (animated versus static) signaling cues (presence versus absence) learner-control of information delivery (three rhythms of presentation: speed, slow and self-controlled). The experimental procedure, conducted with 123 children, follows three phases: pre-test, individual passation of the lesson, comprehension test, delayed post-test. The goal of the pre-test is the evaluation of prior knowledge about gears, but also the control of spatial and verbal working memory aptitude and reading performance. The results show an effect of the animated format, of signaling cues and of the rhythm on the immediate comprehension test and delayed test. For the immediate comprehension test, these effects are different according to the kind of comprehension question (recall, transfer, explanation). These effects are maintained at the delayed post-test, for the self-controlled condition and for the pupils with low prior knowledge. The factor information delivery rhythm shows an effect for the delayed post-test. Our observation device of the behaviour of the child during the lesson was specially designed to explore the reading strategies between the medias.

Résumé

Cet article porte sur la compréhension d’un document technique multimédia concernant le fonctionnement des engrenages pour de jeunes élèves. Nous étudions le rôle de trois facteurs: le format de présentation de l’illustration (dynamique ou statique) les signaux d’orientation attentionnelle (présence ou absence de guidages) et le contrôle par l’élève sur le déroulement de la leçon à travers trois rythmes de présentation (rapide, lent et auto-contrôlé). Une procédure expérimentale en quatre phases est conduite auprès d’une population de 123 élèves de primaire: pré-test, consultation individuelle de la leçon, épreuve de compréhension immédiate, post-test différé. Le pré-test comporte l’évaluation des connaissances préalables, des épreuves de mémoire de travail (verbales et spatiales) et une épreuve de lecture. Les résultats montrent un effet des animations, des guidages attentionnels ainsi que du rythme de présentation en compréhension immédiate et au post-test différé. En compréhension immédiate, ces effets sont différenciés selon le type de question (rappel, transfert, explications). Ils se maintiennent au post-test dans la condition d’auto-contrôle et surtout pour les élèves ayant de faibles connaissances préalables. La variable rythme de présentation à un effet au post-test différé. Le dispositif d’observation du comportement de l’élève permet d’explorer les stratégies de traitement des différents médias.

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Authors and Affiliations

  1. Pôle AAFE, Université de Bourgogne LEAD-CNRS UMR 5022, Esplanade Erasme, 21065, Dijon, France

    Jean-Michel Boucheix & Hélène Guignard

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  1. Jean-Michel Boucheix
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  2. Hélène Guignard
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Correspondence to Jean-Michel Boucheix.

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This cognitive ergonomic work was supported by a collaboration between the University Institute for teacher, training of Burgundy at Dijon (IUFM), the LEAD-CNRS, and a project called “Makings of multimedia” whose partners (Town council of Dijon, Academic regional education authority, Hewlett-Packard and Microsoft) had the general goal to enhance “the daily use of computer in the classroom”).

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Boucheix, JM., Guignard, H. What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation. Eur J Psychol Educ 20, 369–388 (2005). https://doi.org/10.1007/BF03173563

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