Abstract
This experimental study examined whether formatting of textbook content influenced reader engagement, understanding or recall of topics. The 48-student population, ages 18-25, represented equal numbers of males| females with two levels of reader-ability, proficient and remedial. Four topics on nutrition were redesigned in grayscale to create three additional formats for each topic: original text with graphic mark-ups; chunked text; and visual language format, thereby producing 16 topic-format stimuli. After participants read four separate topics, each in a different format, they completed: a Personal Background Form; Multiple Choice Test; Prior Knowledge Form; written Survey; verbal responses to Open-ended Questions regarding formats read. This applied four conditions: Reading for Learning; Comprehension Test; Rank Survey; and Open-ended Questions, while incorporating three dependent variables - test scores, Likert scales and verbal responses. Quantitative and qualitative research methods found format statistically significant for influencing engagement, understanding and recall. Proficient and Remedial Male Readers’ preferred visual-based formats yet tested highest on text with Graphic Mark-ups; Remedial Female Readers' preferred and tested highest on visual-based formats. Statistically significant data indicated all Reader Groups preferred visual-based formats for engagement, understanding and recall. While designing these formats, positive connectivity was found between cognitive science constructs and information design principles.
Keywords
Cognitive design, information design, reading, visual language
DOI
https://doi.org/10.21606/learnxdesign.2013.145
Citation
Tetlan, L.(2013) Applying Design to Learning: Cognitive Science Supports Visual Language Principles in the Design of Effective Reading Materials, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.145
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Applying Design to Learning: Cognitive Science Supports Visual Language Principles in the Design of Effective Reading Materials
This experimental study examined whether formatting of textbook content influenced reader engagement, understanding or recall of topics. The 48-student population, ages 18-25, represented equal numbers of males| females with two levels of reader-ability, proficient and remedial. Four topics on nutrition were redesigned in grayscale to create three additional formats for each topic: original text with graphic mark-ups; chunked text; and visual language format, thereby producing 16 topic-format stimuli. After participants read four separate topics, each in a different format, they completed: a Personal Background Form; Multiple Choice Test; Prior Knowledge Form; written Survey; verbal responses to Open-ended Questions regarding formats read. This applied four conditions: Reading for Learning; Comprehension Test; Rank Survey; and Open-ended Questions, while incorporating three dependent variables - test scores, Likert scales and verbal responses. Quantitative and qualitative research methods found format statistically significant for influencing engagement, understanding and recall. Proficient and Remedial Male Readers’ preferred visual-based formats yet tested highest on text with Graphic Mark-ups; Remedial Female Readers' preferred and tested highest on visual-based formats. Statistically significant data indicated all Reader Groups preferred visual-based formats for engagement, understanding and recall. While designing these formats, positive connectivity was found between cognitive science constructs and information design principles.