Multimedia learning scenarios in which a picture is the main focus often use combinations of verbal and visual cueing. Based on models of picture processing and multimedia learning, the present study examined the effect of verbal and visual cueing on two basic aspects of pictorial learning: retention and localization of pictorial elements. Videos of three paintings were presented with verbal cueing (naming of pictorial elements), either alone or in combination with visual frames (explicit cues) or zoom-ins (implicit cues), in a 2 × 3 × 3 mixed design (n = 86) with the factors verbal cueing (uncued vs. cued elements, within-subjects) × visual cueing (no vs. explicit vs. implicit, between-subjects) × film (Mantegna vs. Rubens vs. Marsh, within-subjects). The three films were used to check whether our results are generalizable across different pictorial contents. The retention of pictorial elements was measured by open questions, and the localization of the pictorial elements was measured by asking the participants to place picture snippets at the correct location on an area representing the dimensions of the respective painting. The combination of verbal and visual cueing increased the difference between the cued and the less well retained uncued elements and compensated a disadvantage of verbal cueing for localization performance. This was compensated by both types of visual cueing. Regarding retention and localization, explicit and implicit cueing were equally effective. The study provides a differentiated insight into the interplay of verbal and visual cueing regarding cognitive processing in multimedia learning scenarios in which pictures are the main learning focus.

中文翻译：

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结合言语和视觉提示：通过协调言语解释和不同类型的视觉提示，促进学习图片内容

以图片为主要焦点的多媒体学习方案通常使用语言和视觉提示的组合。基于图片处理和多媒体学习的模型，本研究检查了语言和视觉提示对图片学习的两个基本方面的影响：图片元素的保留和定位。以2×3×3混合设计（n），通过口头提示（绘画元素的命名）单独或与视觉框架（显式提示）或放大（隐式提示）组合呈现三幅画作的视频。 = 86）的因素包括语言提示（未提示vs.提示元素，主题内）×视觉提示（否，显式vs.隐式，主题间）×电影（Mantegna vs. Rubens vs. Marsh，主题内部） 。这三部电影被用来检查我们的结果是否可以推广到不同的图片内容。图形元素的保留是通过未解决的问题来衡量的，而图形元素的位置是通过要求参与者将图片片段放置在代表各个绘画尺寸的区域上的正确位置来衡量的。言语提示和视觉提示的组合增加了提示和保留较少的未提示元素之间的差异，并弥补了提示提示对定位性能的不利影响。两种视觉提示都可以弥补这一点。关于保留和本地化，显式和隐式提示同样有效。这项研究提供了关于多媒体学习场景中认知处理中言语和视觉提示之间相互作用的差异化见解，其中图片是主要学习重点。