The signaling effect holds only for abstract animation representations: signaling significantly improved achievement over written text with abstract animation but not with concrete animation¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i1 small
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i1 The signaled written text group with abstract animation (Sg-A) significantly outperformed the non-signaled written text group (W-A), d = .35. → Kutbay 2020 q2 i? The signaled written text group with concrete animation (Sg-C) did not significantly outperform the non-signaled group (W-C). → Kutbay 2020 (2)

Evidence¶

Kutbay 2020¶

Kutbay, E. & Akpınar, Y. (2020). Investigating modality, redundancy and signaling principles with abstract and concrete representation. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(2), 131-145. https://eric.ed.gov/?id=EJ1255527

q2 · i1 · causal · r2

Independent-sample t-test in the quasi-experiment comparing signaled versus non-signaled written text with abstract animation. Signaling was significant: "t (184) = 2.32, p = .021; d = .35".

"there was a significant difference between the mean achievement scores of Sg-A group and of the W-A group; t (184) = 2.32, p = .021; d = .35"

Kutbay 2020 (2)¶

Kutbay, E. & Akpınar, Y. (2020). Investigating modality, redundancy and signaling principles with abstract and concrete representation. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(2), 131-145. https://eric.ed.gov/?id=EJ1255527

q2 · i? · causal · r2

Independent-sample t-test comparing signaled versus non-signaled written text with concrete animation. No significant difference was detected (p = .074); equivalence was not tested.

"there was not a significant difference between the mean achievement scores of Sg-C group and of the W-C group; t (157) = 1.79, p = .074"

Discussion¶

Related Claims¶

• Signaling Improves Learning — the general claim this finding bears on, with the studies behind it
• Abstract and concrete animation representations do not differ significantly in middle school students' electricity achievement under any of the five text-representation conditions — related
• Clear Structure Improves Learning — a broader claim this one bears on
• Spoken text modality does not significantly differ from signaled written text modality, or from signaled written plus spoken text, for either abstract or concrete animation — related
• In one middle-school quasi-experiment on electricity, spoken-text groups outperform written-text groups with both abstract and concrete animation (d = .35) — related
• Modality principle: graphics with spoken text beat graphics with printed text for transfer — related