Visualizers versus verbalizers

  • This study was conducted in order to examine the differences between visualizers and verbalizers in the way they gaze at pictures and texts while learning. Using a collection of questionnaires, college students were classified according to their visual or verbal cognitive style and were asked to learn about two different, in terms of subject and type of knowledge, topics by means of text-picture combinations. Eye-tracking was used to investigate their gaze behavior. The results show that visualizers spent significantly more time inspecting pictures than verbalizers, while verbalizers spent more time inspecting texts. Results also suggest that both visualizers' and verbalizers' way of learning is active but mostly within areas providing the source of information in line with their cognitive style (pictures or text). Verbalizers tended to enter non-informative, irrelevant areas of pictures sooner than visualizers. The comparison of learning outcomes showed that the group of visualizers achieved better results than the group ofThis study was conducted in order to examine the differences between visualizers and verbalizers in the way they gaze at pictures and texts while learning. Using a collection of questionnaires, college students were classified according to their visual or verbal cognitive style and were asked to learn about two different, in terms of subject and type of knowledge, topics by means of text-picture combinations. Eye-tracking was used to investigate their gaze behavior. The results show that visualizers spent significantly more time inspecting pictures than verbalizers, while verbalizers spent more time inspecting texts. Results also suggest that both visualizers' and verbalizers' way of learning is active but mostly within areas providing the source of information in line with their cognitive style (pictures or text). Verbalizers tended to enter non-informative, irrelevant areas of pictures sooner than visualizers. The comparison of learning outcomes showed that the group of visualizers achieved better results than the group of verbalizers on a comprehension test.show moreshow less

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Metadaten
Author details:Marta Koc-Januchta, Tim Höffler, Gun-Brit Thoma, Helmut PrechtlGND, Detlev Leutner
DOI:https://doi.org/10.1016/j.chb.2016.11.028
ISSN:0747-5632
ISSN:1873-7692
Title of parent work (English):Computers in human behavior
Subtitle (English):Effects of cognitive style on learning with texts and pictures - An eye-tracking study
Publisher:Elsevier
Place of publishing:Oxford
Publication type:Article
Language:English
Date of first publication:2016/11/24
Publication year:2017
Release date:2022/06/23
Tag:Cognitive style; Eye-tracking; Multimedia learning; Verbalizer; Visualizer
Volume:68
Number of pages:10
First page:170
Last Page:179
Organizational units:Mathematisch-Naturwissenschaftliche Fakultät / Institut für Biochemie und Biologie
DDC classification:5 Naturwissenschaften und Mathematik / 51 Mathematik / 510 Mathematik
5 Naturwissenschaften und Mathematik / 57 Biowissenschaften; Biologie / 570 Biowissenschaften; Biologie
6 Technik, Medizin, angewandte Wissenschaften / 61 Medizin und Gesundheit / 610 Medizin und Gesundheit
Peer review:Referiert
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