The Effect Of Graphic Presentation And Type On Learning Outcomes

This research was designed three studies a total of four experiments to explore the effects of different picture presentation and the types of pictures and text on learning outcomes. The first study investigated the role of sequencing of pictures and text and the complexity of pictures for learning outcomes; The second study investigated the effects of different graphic presentation on learning outcomes; The third study investigated the effects of the sequence and the concreteness degree of pictures & text on learning outcomes.Study 1 examined 265 three-year junior high school students from a junior high school of Xuzhou to explore the influences of sequencing of pictures and text and the complexity of pictures on learning outcomes. A 2 (sequence: picture-text,text-picture) x 2 (the complexity of pictures: simple, complex) two factors between-subjects design was adopted. The results showed that no significant difference in the total grade, comprehension grade and migration grade of the sequence of pictures and text , and the complexity of pictures; The interaction of the two factors in the three grades were significant. It was found that simple pictures in picture-text sequence obtain higher grades, and the complex pictures in text-picture sequence obtain better learning outcomes. The experiments verified that the first to present relatively simple pictures or text is more advantageous to the learner's study.Study2 is on the basis of studyl investigated the impact of pictures presentation on the learning outcomes, including the experiment 1 and experiment 2.Experiment 1 is a univariate two-level between-subjects experimental design,and examined 67 three-year junior high school students from a junior high school of Xuzhou to investigate the effects that different presentations of simple pictures on learning outcomes. Independent variable is picture presentation that is divided into animation and static image two levels. The results showed that no significant difference in the total grade, comprehension grade and migration grade between animation and static image. The experimental results illustrate the fact that animation cannot improve the learning outcomes of the simple pictures.Experiment 2 also adopts univariate two-level between-subjects experimental design, and examined 67 three-year junior high school students from a junior high school of Xuzhou to explore the effects that different presentations of complex pictures on learning outcomes. The independent variable and the level are same as experiment1. The results show that the learning outcomes of animation is much better than that of static image. It was found that a significant difference between animation and static image in migration grade, whereas no significant difference in the comprehension grade. The experimental results illustrated that animation can improve the learning outcomes of the complex pictures, especially in advancing the migration of knowledge.Study 3 examined 265 three-year junior high school students from a junior high school of Xuzhou to investigated the effects of the sequence and the concreteness degree of pictures and text on learning outcomes. A 2 (sequence:picture-text, text-picture) x 2 (concreteness degree of pictures: concrete, abstract) x 2 (concreteness degree of text: concrete, abstract) three factors between-subjects design was adopted. The main effect of the three factors showed no significant in grades, whereas between the two of them showed significant interaction in grades.Also, there is a significant interaction between the three variables. The study verified that the first to present relatively concrete pictures or text is more advantageous to improve the learners' comprehension and migration of knowledge.