Open Learning Initiative

Davenport, J., Klahr, D., Koedinger, K. (2007). The influence of molecular diagrams on chemistry learning. European Association for Research on Learning and Instruction.

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Abstract

Do diagrams during instruction always improve learning? Well-controlled studies in cognitive psychology labs have shown that adding a picture to text increases performance on transfer tests (e.g., Mayer, 1999), and researchers have suggested that coordinating multiple representations can lead to deep conceptual understanding (e.g., Ainsworth, 2006). In the current study, we investigated whether diagrams would lead to improved learning when they are incorporated into a required homework assignment in a college chemistry course.

Eighty-nine students were randomly assigned to read either a tutorial with molecular level diagrams (Diagram+Text condition) or a tutorial with identical text but no diagrams (Text-only condition). While students in both conditions made significant learning gains from pre to posttest on multiple choice questions (p < .001), their performance in Diagrams+Text condition was no different from their performance in the text alone condition on any of our measures: a multiple choice posttest, a problem solving activity, or transfer questions. These results suggest the large effects of diagrams commonly found in laboratory studies may be difficult to replicate in educational settings.  Active and intentional coordination of representations may be required if diagrams are to increase learning.