Learning with Diagrams: Effects on Inferences and the Integration of Information

Abstract

Students studied materials about the human heart and circulatory system using either (a) text only, (b) text with simple diagrams, or (c) text with detailed diagrams. During learning, students self-explained [1] the materials. Explanations were transcribed, separated into propositions, and analyzed according to the type of learning process they represented. Results demonstrated that diagrams promoted inference generation but did not affect other learning processes (such as elaboration or comprehension monitoring). However, only simple diagrams promoted generation of inferences that integrated domain information. Results indicate that diagrams may be useful because they guide the learner to engage in the cognitive processes required for deep understanding.