Memory for biopsychology material presented in comic book format

This study investigated the influence of format of presentation on memory for undergraduate level biopsychology material. Ninety participants read either seven comic book pages explaining the rudiments of sleep, the same material presented in text-only format or seven pages where the original images were replaced with random incongruous images. Participants were tested on the material using ten multiple-choice questions. Results showed significantly higher memory scores in the comic condition compared with both the text-only and the incongruous comic condition. Furthermore, the text-only version showed significantly higher memory scores than the incongruous comic condition. It was concluded, that while there were some limitations to the study, the findings provided preliminary evidence to support the general idea of using comic books to create instructional materials. Results also provided some support for dual coding theory as a theoretical basis for the use of comics in educational contexts.

[1]  Katharine H. Hutchinson.  An Experiment in the use of Comics as Instructional Material , 1949 .

[2]  Scott Hatfield.  Evolution: The Story of Life on Earth • Jay Hosler, illustrated by Kevin Cannon and Zander Cannon , 2011 .

[3]  Neil Ellman.  Comics in the Classroom. , 1979 .

[4]  P. Brooks,et al.  The role of action lines in children's memory for pictures ☆ , 1977 .

[5]  J. Hosler,et al.  Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?1 , 2011, CBE - Life Sciences Education.

[6]  H. Takashima.  ACCULTURATION AND SECOND LANGUAGE LEARNING: USE OF COMICS TO MEASURE THE DEGREE OF ACCULTURATION , 1987 .

[7]  Marina Schmid,et al.  Imagery And Verbal Processes , 2016 .

[8]  M. Benton.  Evolution: The Story of Life , 2010 .

[9]  A. Paivio.  Mental imagery in associative learning and memory , 1969 .

[10]  A. Paivio,et al.  Dual coding theory and education , 1991 .

[11]  Allison Lee,et al.  Graphic novels in the classroom , 2008 .

[12]  Neil Cohn.  A multimodal parallel architecture: A cognitive framework for multimodal interactions , 2016, Cognition.

[13]  J. Marsh,et al.  Sending Minnie the Minx Home: Comics and reading choices , 2001 .

[14]  Mona Masood,et al.  Effects of graphic novels on reading comprehension in Malaysian year 5 students , 2013 .

[15]  Allison Druin,et al.  Designing multimedia environments for children: computers, creativity, and kids , 1996 .

[16]  Nordoc'Archéo.  The visual language of comics , 2016 .

[17]  A. D. Manning,et al.  Understanding Comics: The Invisible Art , 1993 .

[18]  P. Hallenbeck.  Remediating with Comic Strips , 1976 .

[19]  J. Dittmer.  Comic book visualities: a methodological manifesto on geography, montage and narration , 2010 .

[20]  K. Myers,et al.  Graphic Medicine Manifesto , 2015 .

[21]  A. Paivio.  Coding Distinctions and Repetition Effects in Memory1 , 1975 .

[22]  Adam Martin,et al.  Graphic Novels in the Classroom. , 2009 .