The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions
The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school stude...
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| Format: | Article |
| Language: | English |
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University of Ljubljana
2016-12-01
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| Series: | Center for Educational Policy Studies Journal |
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| Online Access: | https://ojs.cepsj.si/index.php/cepsj/article/view/58 |
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| author | Anamarija Šmajdek Jurij Selan |
| author_facet | Anamarija Šmajdek Jurij Selan |
| author_sort | Anamarija Šmajdek |
| collection | DOAJ |
| description | The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies), specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner). In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students’ ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students’ ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearancebased schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally. |
| format | Article |
| id | doaj-art-7843a3f5731f496fbf18d25e40e1b852 |
| institution | OA Journals |
| issn | 1855-9719 2232-2647 |
| language | English |
| publishDate | 2016-12-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj-art-7843a3f5731f496fbf18d25e40e1b8522025-08-20T02:07:30ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472016-12-0164The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal DefinitionsAnamarija ŠmajdekJurij SelanThe era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies), specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner). In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students’ ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students’ ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearancebased schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally.https://ojs.cepsj.si/index.php/cepsj/article/view/58visualisationvisual recallactive visualisationappearancebased visualisationform-based visualisationappearance-based schemata |
| spellingShingle | Anamarija Šmajdek Jurij Selan The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions Center for Educational Policy Studies Journal visualisation visual recall active visualisation appearancebased visualisation form-based visualisation appearance-based schemata |
| title | The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions |
| title_full | The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions |
| title_fullStr | The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions |
| title_full_unstemmed | The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions |
| title_short | The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions |
| title_sort | impact of active visualisation of high school students on the ability to memorise verbal definitions |
| topic | visualisation visual recall active visualisation appearancebased visualisation form-based visualisation appearance-based schemata |
| url | https://ojs.cepsj.si/index.php/cepsj/article/view/58 |
| work_keys_str_mv | AT anamarijasmajdek theimpactofactivevisualisationofhighschoolstudentsontheabilitytomemoriseverbaldefinitions AT jurijselan theimpactofactivevisualisationofhighschoolstudentsontheabilitytomemoriseverbaldefinitions AT anamarijasmajdek impactofactivevisualisationofhighschoolstudentsontheabilitytomemoriseverbaldefinitions AT jurijselan impactofactivevisualisationofhighschoolstudentsontheabilitytomemoriseverbaldefinitions |