Learning takes place not only from texts but also from static and dynamic graphics. Better memory and deeper learning from a text with pictorial information are due to the advantage of dual coding. Compared with single coding, the activation of both verbal and visual memory makes it easier to connect the two codes and, consequently, to remember and retrieve information. The formation of a coherent mental model of an illustrated text implies structural mapping processes deriving from the continuous interactions between the propositional representation (text) and the mental model (picture) of the learning material, both in text and picture comprehension (integrated model of text and picture comprehension). Regarding videos, research has raised concerns about their effectiveness for learning purposes, especially if compared to content-equivalent texts. We investigated under what conditions learning is greater if texts are accompanied by graphics, or learning from videos is superior to learning from text. Learner, task, and learning material characteristics are taken into account.
Publications
Mason, L., Ronconi, A., Carretti, B., Nardin, S., & Tarchi, C. (2023). Highlighting and highlighted information in text comprehension and learning from digital reading. Journal of Computer Assisted Learning, 1‒17. https://doi.org/10.1111/jcal.12903
Mason, L., Tarchi, C., Ronconi, A., Manzione, L., Latini, N., & Bråten, I. (2022). Do medium and context matter when learning from multiple complementary digital texts and videos? Instructional Science, 50, 653‒679. https://doi.org/10.1007/s11251-022-09591-8
Tarchi, C., & Mason, L. (2022). Learning across media in a second language. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00652-7
Tarchi, C., Zaccoletti, S., & Mason, L. (2021). Learning from text, video, or subtitles: a comparative analysis. Computers & Education, 160, 104034. https://doi.org/10.1016/j.compedu.2020.104034
Florit, E., Cain, K., & Mason, L. (2020). Going beyond children’s single-text comprehension: the role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension. British Journal of Educational Psychology, 90(2), 449‒472. https://doi.org/10.1111/bjep.12288
Florit, E., De Carli, P., Giunti, G., & Mason, L. (2020). Advanced theory of mind uniquely contributes to children’s multiple-text comprehension. Journal of Experimental Child Psychology, 189, Article 104708. doi:10.1016/j.jecp.2019.104708
Arfè, B., Mason, L., & Fajardo, I. (2018). Simplifying informational text structure for struggling readers. Reading and Writing, 31(9), 2191-2210. https://doi.org/10.1007/s11145-017-9785-6
Mason, L.,Scheiter, K, & Tornatora, M. C. (2017). Using eye movements to model the sequence of text-picture processing for multimedia comprehension Journal of Computer Assisted Learning, 33(5), 443-460. https://doi.org/10.1111/jcal.12191
Mason, L., Pluchino, P., & Tornatora, M. C. (2016). Using eye-tracking technology as an indirect instruction tool to improve text and picture processing and learning. British Journal of Educational Technology, 47(6), 1083-1095. https://doi.org/10.1111/bjet.12271
Mason, L., Tornatora, M. C., & Pluchino, P. (2015). Integrative processing of verbal and graphical information during re-reading predicts learning from illustrated text: an eye-movement study. Reading and Writing, 28, 851-872. https://doi.org/10.1007/s11145-015-9552-5
Mason, L., Pluchino, P., & Tornatora, M. C. (2015). Eye-movement modeling of text and picture integration during reading: effects on processing and learning. Contemporary Educational Psychology, 41, 172-187. https://doi.org/10.1016/j.cedpsych.2015.01.004