Research Data

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 cueing

Persistent 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
  • Author(s) / Creator(s)
    Richter, Juliane
  • Other kind(s) of contributor
    Scheiter, Katharina
  • Other kind(s) of contributor
    Eitel, Alexander
  • Other kind(s) of contributor
    Leibniz-Institut für Wissensmedien
    ger
  • PsychArchives acquisition timestamp
    2019-03-28T17:20:32Z
  • Made available on
    2019-03-28T17:20:32Z
  • Date of first publication
    2019-03
  • 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.
    en
  • Abstract / Description
    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
    en
  • 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
    en
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/2019
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.2387
  • Language of content
    eng
  • Publisher
    PsychArchives
    en
  • Is referenced by
    https://doi.org/10.1016/j.edurev.2015.12.003
  • Is related to
    https://doi.org/10.23668/psycharchives.2386
  • Is related to
    https://doi.org/10.1016/j.edurev.2015.12.003
  • Is related to
    https://doi.org/10.1016/j.edurev.2015.12.003
  • Keyword(s)
    instructional design
    en
  • Keyword(s)
    meta-analysis
    en
  • Keyword(s)
    multimedia learning
    en
  • Keyword(s)
    signaling
    en
  • Keyword(s)
    cueing
    en
  • Dewey Decimal Classification number(s)
    150
  • Title
    Data for meta-analysis: Signaling text-picture relations in multimedia learning
    en
  • DRO type
    researchData
    en
  • Leibniz institute name(s) / abbreviation(s)
    IWM
  • Leibniz subject classification
    Psychologie
    ger