Tipografi ve anlatı, öğrenme anlama becerisini artırıyor

Özet (abstract)

Despite advancements in digitalization, schools often rely on written texts for learning due to their wide availability and benefits for self-regulated learning. However, complex content often requires lengthy texts that increase the learning time and challenge learners to maintain their attention. Teachers may want to support learners in developing situational interest to engage with such texts by combining visually attractive typography —similar to emotional design in multimedia-design research—and a narrative frame to enhance topic value. In this study, we implemented a 2x2x2 experimental design with 132 high-school students: Text Design (neutral vs. typographic, between-subjects), Content Frame (expository vs. narrative, between-subjects), and Learning Phase (first vs. second part, within-subjects). The combination of typographic design with narrative frame yielded the highest learning outcomes in bridging and elaborative comprehension. The Learning Phase did not impact this interaction. In addition, the Content Frame factor interacted with the Learning Phase factor on bridging comprehension; learners in the narrative frame condition accomplished better learning in the second section, leading to higher bridging comprehension scores in sustained learning. Mediation analysis revealed that situational interest development explained the observed learning benefits. This study demonstrated the positive impact of merging typographical design and narrative frame in text-only instructional material. Both elements were essential for triggering and maintaining situational interest. Our findings underscore the significance of typographically well-designed learning materials. Educators should consider prioritizing professionally designed materials and incorporate narratives to facilitate text-based learning.

Yazarların özeti; kaynağından alınmıştır. Contemporary Educational Psychology, 2026 · DOI ↗