Structuring and sequencing of complex text-picture combinations

Abstract

This study investigates the structuring and sequencing of a special type of verbal-pictorial learning material, namely “explanative illustrations” (Mayer, 1993). In such illustrations verbal and pictorial parts form an integrated whole with text embedded in the pictures and vice versa. Due to their complexity such instructing illustrations impose high demands on information processing. From the viewpoint of instruction one may ask how the reception of such explanative illustrations may be supported by an appropriate structure and sequence of the content. In two empirical investigations three types of content structures and sequences were compared to each other: (1) a top-down sequence (based on assumptions of the “Elaboration Theory”, Reigeluth, 1987b) from the whole to details which shows how details are embedded within the larger context), (2) a bottom-up sequence from details to the whole, (3) the presentation as a whole (as in print). In the first investigation the time for information processing was determined by the experimenter whereas in the second investigation the learners themselves could decide on their learning time. The results show stable learner preferences for the top-down sequencing but different learning results in both studies. The crucial variable explaining for the differences in learning results was the learning time and not the type of sequencing. However, the learning time is not independent from a certain type of sequencing. Only with the top-down sequence (1) learners took sufficient time for information processing.