New DFG project investigates the mechanisms of learning with text and images

To successfully convey knowledge, textbooks and digital learning environments often present complex subject matter using text and pictures. While the effectiveness of text-picture combinations is already well researched, little is known about how these two elements are processed. Dr. Anne Schüler, deputy head of the Multiple Representations lab at the Leibniz-Institut für Wissensmedien, is addressing this research gap in a new project funded by the German Research Foundation (DFG). The project was launched in January.

Empirical research shows that the combination of text and pictures often leads to better learning results than if the information is presented only as a text. The explanation given is that learners actively select relevant pieces of information and link them mentally. However, previous research findings suggest that additional cognitive processes such as the validation and reactivation of information could play a key role when learning with text-picture combinations. The validation mechanism checks whether the link between information presented in the text and picture makes sense based on general knowledge and the specific context, while in contrast, the reactivation mechanism reactivates information that is no longer currently in the working memory but is necessary to establish connections. Typically, these two cognitive processes are passive, that is, they occur automatically. Dr. Anne Schüler’s research team therefore aims to discover whether these kinds of automatic reactivation and validation processes also take place when learning with text-picture combinations.