Acceso usuarios
Xue Wang, Richard E. Mayer, Pu Zhou, Lin Lin
This study examined the impacts of 2 different graphic organizers (filled-in graphic organizers and interactive graphic organizers) on middle school students’ learning processes, outcomes, experiences, and preferences. In Experiment 1, 60 students were assigned to read a short expository passage in 1 of 3 conditions: text-only, filled-in graphic organizers, or interactive graphic organizers. Learning processes were examined with an eye-tracker that recorded students’ eye movements during learning. Learning outcomes were measured with retention and comprehension tests. Learning experiences were measured by survey instruments that probed students’ cognitive load and satisfaction. The results showed that compared to the text-only group, both graphic organizer groups performed better on retention and comprehension tests; spent less time fixating on the text area and more time on the graphic organizers area; and reported more learning satisfaction and less perceived difficulty. In addition, the interactive graphic organizers group performed better than the filled-in organizer group on comprehension tests and performed more up-down transitions and left-right transitions, indicating deeper processing. In Experiment 2, 230 students were asked to browse 54 materials with different graphic organizers and to select their favorite three materials. The results showed that the students preferred the interactive graphic organizers the most, then the filled-in graphic organizers, and the text-only last. These results support generative learning theory, suggesting that the interactive graphic organizers, which middle school students liked the most, encouraged them to engage in more integrative cognitive processes, achieve deeper learning outcomes, and have better learning experiences. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
