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Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students' Written Explanations

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Title: Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students' Written Explanations
Language: English
Authors: Burkhart, Christian (ORCID 0000-0001-9557-7774), Lachner, Andreas (ORCID 0000-0001-5866-7164), Nückles, Matthias (ORCID 0000-0001-9924-5806)
Source: Journal of Educational Psychology. Jul 2021 113(5):998-1023.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 26
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Visual Aids, Feedback (Response), Writing (Composition), Concept Mapping, Connected Discourse, Attention, College Students, Foreign Countries, Design
Geographic Terms: Germany
DOI: 10.1037/edu0000607
ISSN: 0022-0663
Abstract: Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students' writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (i.e., text, graphic), which may increase cognitive load. By applying principles of multimedia learning, in two experiments, we investigated whether interrepresentational signaling and spatial contiguity would have differential effects on students' subsequent writing performance and on the processing of the graphical feedback. In Experiment 1, students wrote an expository text and either received conventional concept-map feedback, correspondence-enhanced concept-map feedback with interrepresentational signaling, spatially contiguous feedback, or no feedback during text revision. Regarding local cohesion, we found that students profited most when they received spatially contiguous feedback. Contrarily, correspondence-enhanced concept-map feedback was most effective for improving global cohesion. In Experiment 2, we examined the attentional processes while using correspondence-enhanced concept-map feedback versus conventional concept-map feedback by means of eye-tracking. Students receiving correspondence-enhanced concept-map feedback had longer fixation times on the concept-maps, more transitions between their text and the concept-map and were more efficient in improving their text for global cohesion than students receiving concept-maps without signaling. The findings suggest that interrepresentational signaling and spatial contiguity differentially contributed to students' writing. Therefore, choosing the adequate format of instructional support plays a critical role in scaffolding students' writing.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1303736
Database: ERIC
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  Data: Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students' Written Explanations
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  Data: <searchLink fieldCode="AR" term="%22Burkhart%2C+Christian%22">Burkhart, Christian</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9557-7774">0000-0001-9557-7774</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lachner%2C+Andreas%22">Lachner, Andreas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5866-7164">0000-0001-5866-7164</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nückles%2C+Matthias%22">Nückles, Matthias</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9924-5806">0000-0001-9924-5806</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Jul 2021 113(5):998-1023.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: 26
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  Data: <searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Connected+Discourse%22">Connected Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink>
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  Data: 10.1037/edu0000607
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  Data: 0022-0663
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  Label: Abstract
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  Data: Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students' writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (i.e., text, graphic), which may increase cognitive load. By applying principles of multimedia learning, in two experiments, we investigated whether interrepresentational signaling and spatial contiguity would have differential effects on students' subsequent writing performance and on the processing of the graphical feedback. In Experiment 1, students wrote an expository text and either received conventional concept-map feedback, correspondence-enhanced concept-map feedback with interrepresentational signaling, spatially contiguous feedback, or no feedback during text revision. Regarding local cohesion, we found that students profited most when they received spatially contiguous feedback. Contrarily, correspondence-enhanced concept-map feedback was most effective for improving global cohesion. In Experiment 2, we examined the attentional processes while using correspondence-enhanced concept-map feedback versus conventional concept-map feedback by means of eye-tracking. Students receiving correspondence-enhanced concept-map feedback had longer fixation times on the concept-maps, more transitions between their text and the concept-map and were more efficient in improving their text for global cohesion than students receiving concept-maps without signaling. The findings suggest that interrepresentational signaling and spatial contiguity differentially contributed to students' writing. Therefore, choosing the adequate format of instructional support plays a critical role in scaffolding students' writing.
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      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Concept Mapping
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Germany
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      – TitleFull: Using Spatial Contiguity and Signaling to Optimize Visual Feedback on Students' Written Explanations
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