In multimedia learning, graphs are seen as just one specific instance of pictorial representations requiring the same cognitive processes as realistic depictions. Accordingly, learning from text‐graph combinations should also benefit from the same instructional support such as signaling of text‐picture correspondences depending on learners' prior knowledge. We investigated whether this expertise reversal of the signaling effect could be replicated for text‐graph combinations. Students (N = 101) with different prior knowledge levels learned with text‐graph combinations that were either enhanced with signals or not. Results indicate an expertise reversal effect on learning outcomes. A moderated mediation analysis of students' visual attention showed that this pattern could be explained by the fact that students with low prior knowledge (LPK) fixated the graph information earlier, whereas high prior knowledge students fixated the graph later when signals were present. Our results suggest that instructional support should be adapted to students' prior knowledge.

中文翻译：

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穷人如何变得富裕：信号可以引导注意力，并促进对知识水平低但不高的学生从文本图形组合中学习

在多媒体学习中，图仅被视为图形表示的一种特定实例，需要与现实描绘相同的认知过程。因此，从文本图形组合中学习也应受益于相同的教学支持，例如根据学习者的先验知识发信号通知文本图形对应关系。我们调查了这种信号转导的专业知识反转是否可以复制到文本图形组合中。学生（N= 101），通过文本图组合学习到的不同先验知识水平可以通过信号增强或不通过信号增强。结果表明专业知识逆转对学习成果的影响。对学生的视觉注意力进行的调解分析表明，这种模式可以由以下事实解释：先验知识较低的学生较早地固定了图形信息，而先验知识较高的学生则在出现信号时较晚固定了图形。我们的结果表明，教学支持应适应学生的先验知识。