How Can Positive Effects of Pop-Up Windows on Multimedia Learning Be Explained?

Séverine Erhel 1 Eric Jamet 1
1 LP3C - EA1285 - Laboratoire de Psychologie : Cognition, Comportement, Communication
Abstract : A large body of research has shown that incorporating text in the corresponding sections of an illustration facilitates the learning of illustrated documents. More recently, a series of studies has revealed that the use of interactive windows located close to the illustration causes similar effects. The aim of this paper is to help bring about a better understanding of the beneficial effects of these pop-up windows on multimedia learning. The first study shows that the spatial integration of these windows has a positive effect on performances in tasks designed to evaluate, in particular, the quality of the referential connections between the text and the illustration and, additionally, that their interactive characteristics also contribute to learning. The second study shows that this specific advantage seems to be due to the intermittent nature of these windows which makes it possible to reduce the visual perceptual load of the document. (Contains 5 tables and 2 figures.)
Keywords : Inferences Questionnaires Prior Learning Foreign Countries Psychology College Students Teaching Methods Acquired Immunodeficiency Syndrome (AIDS) Illustrations Educational Technology Computer Uses in Education Multimedia Instruction Visual Perception Cognitive Processes
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Journal articles
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https://hal.univ-rennes2.fr/hal-01783965
Contributor : Laurence Leroux <>
Submitted on : Wednesday, May 2, 2018 - 6:55:20 PM
Last modification on : Saturday, May 4, 2019 - 4:44:02 PM

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Séverine Erhel, Eric Jamet. How Can Positive Effects of Pop-Up Windows on Multimedia Learning Be Explained?. Journal of Educational Multimedia and Hypermedia, Association for the Advancement of Computing in Education, 2011, 20, pp.135-156. ⟨hal-01783965⟩

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