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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

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Naïve conceptions about multimedia learning: a study on primary school textbooks.

Barbara Colombo¹, Alessandro Antonietti

¹Psychology Department, Catholic University of the Sacred Heart Milano, Italy.

Frontiers in Psychology

|August 3, 2013

Summary

This study reveals that illustrators, teachers, students, and the public hold coherent beliefs about how illustrations aid learning. Their ideas align closely with multimedia learning theory principles.

Keywords:

illustrated textbooks illustrators interview study metacognition multimedia learning naïve conceptions primary school teachers

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Area of Science:

Educational Psychology
Cognitive Science
Instructional Design

Background:

Illustrations in textbooks are crucial for learning.
Understanding beliefs about their instructional role is important.
Previous research suggested laypersons' views differ from learning theories.

Purpose of the Study:

To explore beliefs on the instructional role of illustrations.
To compare views among illustrators, teachers, students, and the public.
To assess alignment of these beliefs with multimedia learning theory.

Main Methods:

An interview study was conducted.
Participants included illustrators, teachers, students, and common people.
Specific textbook illustrations were used as prompts.

Main Results:

Participant responses were internally coherent.
Beliefs about illustrations closely matched multimedia learning theory.
Findings contradict claims of laypersons' misconceptions.

Conclusions:

Naïve conceptions about multimedia learning are systematic.
Public and professional beliefs align with cognitive principles of learning from visuals.
Implications exist for improving school instruction and textbook design.