Psychology Department, Catholic University of the Sacred Heart Milano, Italy.
Front Psychol. 2013 Jul 30;4:450. doi: 10.3389/fpsyg.2013.00450. eCollection 2013.
HIGHLIGHTSThis interview study explores beliefs about the instructional role of illustrationsWe compared illustrators', teachers', students' and common people's ideasParticipants' responses were internally coherent and close to multimedia learning theoryWe propose and discuss an integrated multimedia learning model An interview study, based on specific pictures taken from textbooks used in primary schools, was carried out to investigate illustrators', teachers', students', and common people's beliefs about the role that illustrations play in facilitating learning. Participants' responses were internally coherent, indicating a systematic nature of the underlying naïve conceptions. Findings disprove Mayer's pessimistic claim that laypersons' conceptions of multimedia learning fail to match experimentally supported principles and theories. On the contrary, interviewees spontaneously came very close to the multimedia learning theory, which states that students learn better from pictures, which fit specific cognitive principles. Implications for school instruction are highlighted.
研究亮点：本访谈研究探索了对插图教学作用的看法。我们比较了插画家、教师、学生和一般大众的观点。参与者的反应具有内在一致性，并且接近多媒体学习理论。我们提出并讨论了一个综合的多媒体学习模型。本研究通过对小学教科书中特定图片的访谈，调查了插画家、教师、学生和一般大众对插图在促进学习方面所扮演角色的信念。参与者的反应具有内在一致性，表明潜在的朴素观念具有系统性。研究结果否定了 Mayer 的悲观论点，即非专业人士对多媒体学习的看法与实验支持的原则和理论不符。相反，受访者自发地非常接近多媒体学习理论，该理论指出学生从符合特定认知原则的图片中学习效果更好。本文强调了对学校教学的启示。
