Data for meta-analysis: Signaling text-picture relations in multimedia learning
Author(s) / Creator(s)
Richter, Juliane
Other kind(s) of contributor
Scheiter, Katharina
Eitel, Alexander
Leibniz-Institut für Wissensmedien
Abstract / Description
The signaling principle recommends emphasizing relevant aspects of a multimedia message by means of signals (e.g., color coding). We determined the effectiveness of signals that highlight correspondences between text and pictures as well as its possible boundary conditions by means of a meta-analysis. To this end, 1,060 potentially relevant articles were identified in a comprehensive search. After rating the studies based on inclusion criteria and correcting for biases, 27 studies were included into the meta-analysis yielding 45 pair-wise comparisons with N = 2,464 participants. Domain-specific prior knowledge, pacing of the materials, pictorial format, mapping requirements, and distinctiveness of signals were coded as moderators. For transfer and comprehension performance a positive small-to-medium effect size (r = 0.17, 95% CI [.11, .22]) favoring signaled multimedia material was found, which was moderated by prior knowledge. The findings support the effectiveness of the signaling principle in particular for learners with low prior knowledge.
Dataset for: Richter, J., Scheiter, K., & Eitel, A. (2016). Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, 17, 19-36. doi: 10.1016/j.edurev.2015.12.003
Keyword(s)
instructional design meta-analysis multimedia learning signaling cueingPersistent Identifier
Date of first publication
2019-03
Publisher
PsychArchives
Is referenced by
Citation
Richter, J. (2019). Data for meta-analysis: Signaling text-picture relations in multimedia learning [Data set]. PsychArchives. https://doi.org/10.23668/psycharchives.2387
-
JERR20140714_MetaAnalysisDataStorage_ES_codings.xlsxMicrosoft Excel XML - 2.09MBMD5: 404f67e592b7d0631bcc3aa6bf86c460
-
META_Signaling_RawData_TransferMeasures.savSPSS data file - 70.42KBMD5: 9ada32a0e5cae9146864343b9ff5144c
-
Pub_Bias_Data.savSPSS data file - 1.17KBMD5: 86bf3fdda3097a00ee74538da02f5937
-
There are no other versions of this object.
-
Author(s) / Creator(s)Richter, Juliane
-
Other kind(s) of contributorScheiter, Katharina
-
Other kind(s) of contributorEitel, Alexander
-
Other kind(s) of contributorLeibniz-Institut für Wissensmedienger
-
PsychArchives acquisition timestamp2019-03-28T17:20:32Z
-
Made available on2019-03-28T17:20:32Z
-
Date of first publication2019-03
-
Abstract / DescriptionThe signaling principle recommends emphasizing relevant aspects of a multimedia message by means of signals (e.g., color coding). We determined the effectiveness of signals that highlight correspondences between text and pictures as well as its possible boundary conditions by means of a meta-analysis. To this end, 1,060 potentially relevant articles were identified in a comprehensive search. After rating the studies based on inclusion criteria and correcting for biases, 27 studies were included into the meta-analysis yielding 45 pair-wise comparisons with N = 2,464 participants. Domain-specific prior knowledge, pacing of the materials, pictorial format, mapping requirements, and distinctiveness of signals were coded as moderators. For transfer and comprehension performance a positive small-to-medium effect size (r = 0.17, 95% CI [.11, .22]) favoring signaled multimedia material was found, which was moderated by prior knowledge. The findings support the effectiveness of the signaling principle in particular for learners with low prior knowledge.en
-
Abstract / DescriptionDataset for: Richter, J., Scheiter, K., & Eitel, A. (2016). Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, 17, 19-36. doi: 10.1016/j.edurev.2015.12.003en
-
CitationRichter, J. (2019). Data for meta-analysis: Signaling text-picture relations in multimedia learning [Data set]. PsychArchives. https://doi.org/10.23668/psycharchives.2387en
-
Persistent Identifierhttps://hdl.handle.net/20.500.12034/2019
-
Persistent Identifierhttps://doi.org/10.23668/psycharchives.2387
-
Language of contenteng
-
PublisherPsychArchivesen
-
Is referenced byhttps://doi.org/10.1016/j.edurev.2015.12.003
-
Is related tohttps://doi.org/10.23668/psycharchives.2386
-
Is related tohttps://doi.org/10.1016/j.edurev.2015.12.003
-
Is related tohttps://doi.org/10.1016/j.edurev.2015.12.003
-
Keyword(s)instructional designen
-
Keyword(s)meta-analysisen
-
Keyword(s)multimedia learningen
-
Keyword(s)signalingen
-
Keyword(s)cueingen
-
Dewey Decimal Classification number(s)150
-
TitleData for meta-analysis: Signaling text-picture relations in multimedia learningen
-
DRO typeresearchDataen
-
Leibniz institute name(s) / abbreviation(s)IWM
-
Leibniz subject classificationPsychologieger