{"title":"从图文和视频中学习的“简单”观点","authors":"Mikko Haavisto , Janne Lepola , Tomi Jaakkola","doi":"10.1016/j.learninstruc.2025.102200","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>The recent decline in children's reading skills in OECD regions poses challenges for traditional text-based learning. At the same time, teachers increasingly use videos in primary instruction. Despite these developments, limited research exists on how children's reading skills influence learning from videos versus illustrated texts in primary school classrooms.</div></div><div><h3>Aims</h3><div>This study investigates the roles of decoding ability and reading comprehension in learning from videos versus illustrated texts among fifth and sixth graders. It aims to determine to what degree these factors influence learning outcomes and cognitive load.</div></div><div><h3>Sample</h3><div>109 children from grades 5–6 across three public primary schools.</div></div><div><h3>Methods</h3><div>In a within-subjects experiment, participants studied both illustrated texts and videos on two science topics. Their performance was measured through pre-, post-, and delayed tests. Mixed-effects models assessed the effect of modality and reading skills on learning outcomes and cognitive load.</div></div><div><h3>Results</h3><div>The children performed significantly better when learning from videos compared to illustrated texts, demonstrating higher delayed retention and lower cognitive load. There was no difference in retrieval from materials or transfer. Decoding ability and reading comprehension positively predicted learning outcomes and interacted with modality: the retention benefits of videos were more pronounced in children with lower reading skills than in those with higher reading skills.</div></div><div><h3>Conclusions</h3><div>The results indicate that videos are beneficial to most children across reading skill levels, especially those with weaker reading skills. This suggests that incorporating videos into primary school science instruction supports diverse learning needs associated with weaker reading skills.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102200"},"PeriodicalIF":4.9000,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The “simple” view of learning from illustrated texts and videos\",\"authors\":\"Mikko Haavisto , Janne Lepola , Tomi Jaakkola\",\"doi\":\"10.1016/j.learninstruc.2025.102200\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>The recent decline in children's reading skills in OECD regions poses challenges for traditional text-based learning. At the same time, teachers increasingly use videos in primary instruction. Despite these developments, limited research exists on how children's reading skills influence learning from videos versus illustrated texts in primary school classrooms.</div></div><div><h3>Aims</h3><div>This study investigates the roles of decoding ability and reading comprehension in learning from videos versus illustrated texts among fifth and sixth graders. It aims to determine to what degree these factors influence learning outcomes and cognitive load.</div></div><div><h3>Sample</h3><div>109 children from grades 5–6 across three public primary schools.</div></div><div><h3>Methods</h3><div>In a within-subjects experiment, participants studied both illustrated texts and videos on two science topics. Their performance was measured through pre-, post-, and delayed tests. Mixed-effects models assessed the effect of modality and reading skills on learning outcomes and cognitive load.</div></div><div><h3>Results</h3><div>The children performed significantly better when learning from videos compared to illustrated texts, demonstrating higher delayed retention and lower cognitive load. There was no difference in retrieval from materials or transfer. Decoding ability and reading comprehension positively predicted learning outcomes and interacted with modality: the retention benefits of videos were more pronounced in children with lower reading skills than in those with higher reading skills.</div></div><div><h3>Conclusions</h3><div>The results indicate that videos are beneficial to most children across reading skill levels, especially those with weaker reading skills. This suggests that incorporating videos into primary school science instruction supports diverse learning needs associated with weaker reading skills.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"100 \",\"pages\":\"Article 102200\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2025-08-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475225001240\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475225001240","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The “simple” view of learning from illustrated texts and videos
Background
The recent decline in children's reading skills in OECD regions poses challenges for traditional text-based learning. At the same time, teachers increasingly use videos in primary instruction. Despite these developments, limited research exists on how children's reading skills influence learning from videos versus illustrated texts in primary school classrooms.
Aims
This study investigates the roles of decoding ability and reading comprehension in learning from videos versus illustrated texts among fifth and sixth graders. It aims to determine to what degree these factors influence learning outcomes and cognitive load.
Sample
109 children from grades 5–6 across three public primary schools.
Methods
In a within-subjects experiment, participants studied both illustrated texts and videos on two science topics. Their performance was measured through pre-, post-, and delayed tests. Mixed-effects models assessed the effect of modality and reading skills on learning outcomes and cognitive load.
Results
The children performed significantly better when learning from videos compared to illustrated texts, demonstrating higher delayed retention and lower cognitive load. There was no difference in retrieval from materials or transfer. Decoding ability and reading comprehension positively predicted learning outcomes and interacted with modality: the retention benefits of videos were more pronounced in children with lower reading skills than in those with higher reading skills.
Conclusions
The results indicate that videos are beneficial to most children across reading skill levels, especially those with weaker reading skills. This suggests that incorporating videos into primary school science instruction supports diverse learning needs associated with weaker reading skills.
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.