The influence of presentation, organization, and example context on text learning

This research compared high-load and low-load versions of a text by manipulating text presentation, text organization, and example context on measures of fact and concept learning. The low-load text presentation variable enhanced fact and concept learning and post-reading ease of comprehension ratings. The low-load text organization variable led to higher post-reading ease of comprehension ratings. Ease of comprehension was related significantly to fact and concept learning. These findings are supported by cognitive load theory and extend the research to include variables that influence text processing.

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Work Title The influence of presentation, organization, and example context on text learning
Access
Open Access
Creators
  1. Matthew McCrudden
  2. Gregory Schraw
  3. Kendall Hartley
  4. Kenneth A. Kiewra
Keyword
  1. Comprehension
  2. Extraneous cognitive load
  3. Intrinsic cognitive load
  4. Text learning
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. The Journal of Experimental Education
Publication Date July 1, 2004
Publisher Identifier (DOI)
  1. https://doi.org/10.3200/JEXE.72.4.289-306
Deposited August 09, 2023

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Version 1
published

  • Created
  • Added JXE_2004_POE.pdf
  • Added Creator Matthew McCrudden
  • Added Creator Gregory Schraw
  • Added Creator Kendall Hartley
  • Added Creator A. Kiewra Kenneth
  • Published
  • Updated Keyword, Publisher Show Changes
    Keyword
    • Comprehension, Extraneous cognitive load, Intrinsic cognitive load, Text learning
    Publisher
    • Journal of Experimental Education
    • The Journal of Experimental Education
  • Renamed Creator Kenneth A. Kiewra Show Changes
    • A. Kiewra Kenneth
    • Kenneth A. Kiewra
  • Updated