| This study consists of both theoretical and empirical inquires. Theoretically, it examines the primary functions of narrative and mental imagery and identifies the relationship between them, which leads to a proposal of a novel framework to interpret semiotic resources. Combining this framework with Halliday's linguistic functional theory, a method to empirically investigate semiotic resources is further developed. The study then uses a latent construct method to empirically test a number of identified functions of narrative in a real learning situation when learning experience is examined.;This study is the first to investigate the functional relationship between narrative and mental imagery and to suggest a fundamental theory investigating representations of a multimodal nature. The study is also among the first to identify latent constructs investigating student's learning experience. Data are collected from 190 library professionals who enrolled in three sections of an online course, two sections in the narrative group and one section in the plain text group, administered through Blackboard 4.0, and data analyses are based on those who completed the course and responded to the instruments.;Essay data are analyzed using content analysis method using the narrative analysis framework developed based on the semiotic resources framework. Quantitative data analysis methods include univariate data analysis, factor analysis, and structural equation modeling that tests the proposed model and verifies the relationships between the latent variables.;The empirical findings support the hypothesis about the functions of narrative identified in theory, and narrative is found to provide a more favorable and positive learning context than expository text does. The results show that participants who enrolled in the narrative sections of the course gained higher creative scores and gained better results in performance-based and attribution-based experiences. The model testing results indicate that even though more time spent during learning led to better outcome and performance in both groups, more time spent means more satisfaction for the individuals in the narrative group, but led to less satisfaction for the individuals in the non-narrative group. |
