Integrating Visual and Verbal Knowledge During Classroom Learning with Computer Tutors

Prior research in multimedia learning has demonstrated that materials that present visual and verbal information in an integrated, rather than split-source, format can support successful learning outcomes. These benefits often are attributed to reductions in cognitive load during learning; however, linking visual and verbal sources in materials also may support cognitive processes that coordinate visual and verbal knowledge. We tested the effects of integrated visualverbal learning materials by implementing a diagram-based version of an intelligent tutoring system for geometry in 10 grade classrooms. Compared to a standard split-source version of the tutor, students working with the integrated tutor performed better on far transfer tasks that tested deep understanding of connections between conceptual geometry principles and diagram features. Findings demonstrate that integrated materials support development of coordinated visual-verbal knowledge during learning.