Graphical metaphors and verbal elaboration as instructional strategies in hypermedia: An assessment of achievement and attitudes among college learners

Chien-Wen Jerry Chen, Purdue University

Abstract

While graphical metaphors are commonly used in computer interface design (e.g., Macintosh OS, and Microsoft Windows), little research has investigated their use in educational software. A graphical metaphor in a computer-based environment may help the learner to associate new content with prior knowledge. In addition, in order to increase the effectiveness of learning from text, the use of elaboration has been advocated because elaborations provide multiple retrieval routes to the essential information by creating more connections to the learner's prior knowledge. This was an experimental study used a 2 $\times$ 2 factorial, pretest-posttest design using four groups to explore the possible effects of graphical metaphors and verbal elaboration in a hypermedia environment for college learners. Fifty-five student volunteers were randomly assigned into four groups with different treatments. The independent factors involved were the use of graphical metaphors and verbal elaboration. The dependent factors were the achievement performance and subjects' attitudes toward hypermedia learning and the instructional material. Quantitative and supporting qualitative data were collected and analyzed in order to examine the effectiveness of the program and learners' attitudes toward the learning activity. The results showed that the combined group (graphical metaphors with verbal elaboration) outperformed the graphical metaphors treatment group and control group on the posttest and achievement (gain) score. Subjects of the combined group also showed more positive attitudes toward the instructional material and the hypermedia learning than subjects of graphical metaphors treatment group and control group. Subjects learning with verbal elaboration achieved significantly better on the posttests than those who received none, and also showed highly positive attitudes. On the other hand, subjects learning with graphical metaphors did not achieve significantly better on the posttests than those who received none, but they still showed very positive attitudes toward the instructional material and the hypermedia learning. The results of this study suggest that verbal elaboration presented in instruction proved to be a more powerful technique than graphical metaphors. The effectiveness of the use of graphical metaphors was not affirmed. Further studies should explore different subject matters and learning styles of subjects in order to determine the effectiveness of using graphical metaphors. In addition, a more precise selection of the examples of graphical metaphors should be conceived.

Degree

Ph.D.

Advisors

Lehman, Purdue University.

Subject Area

Curricula|Teaching

COinS