Klaus Stiller, Marion Bartsch:
Computerbasiertes Lernen mit linearem vs. bildbezogenem Textabruf und Vorwissen
Computer Based Learning with Linear vs. Picture Oriented Access to Text and Prior Knowledge in Primary School

2005, 198-209

Summary: How do features of learning software and learners influence the learning process? Students learned with a linear access to text by forward and backward buttons (n = 33) or a free access by clicking on parts of pictures (n = 35) for 30 minutes. The use of the programs, pictorial learning strategies, and performance were examined additionally considering the influence of prior knowledge. Program use was captured by study time and number of studied units considering the text categories introductions, detailed units, summaries, and glossary. Learning strategies (attention and effort management, rehearsal, organisation, integration, metacognitive strategies) were measured by a questionnaire. Performance was assessed by text (recall, transfer, and finding errors) and picture tasks (labelling, drawing). The picture oriented access to text influenced the use of introductions, detailed texts and glossary, promoted partially picture oriented learning strategies and increased the performance on picture tasks. Prior knowledge only marginally affected the program use, influenced in parts picture oriented learning strategies with linear learning and had great impact on performance in both learning groups.

Keywords: Computer-assisted learning, picture processing, learning strategies, sequence control, linear sequence, learner control, system control, prior knowledge

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