Graphic organizers’ optimized design through segmenting and signaling principle: Based on generative learning theory

This study investigates how graphic organizers optimized with segmenting and signaling principles impact high school students’ scientific expository learning in multimedia environments. While both provided and self-generated graphic organizers have been shown to improve comprehension, each has distinct advantages and limitations, underscoring the need for optimization. A total of 211 high school students were randomly assigned to one of four conditions: filled-in graphic organizers (FGOs), integrative filled-in graphic organizers (integrative FGOs), self-generative graphic organizers (SGOs), and facilitative self-generative graphic organizers (facilitative SGOs). The results showed that the integrative FGO group outperformed the FGO group in the retention and transfer tests, required less learning time, and reported lower extraneous cognitive load. The facilitative SGO group demonstrated superior performance in the retention and transfer tests compared with the SGO group, which required less time for learning and experienced lower extraneous cognitive load. Moreover, the facilitative SGO group outperformed the integrative FGO group in the retention and transfer tests, reported higher intrinsic cognitive load, and required more learning time. The results show that segmenting and signaling principles improve the effectiveness and efficacy of graphic organizers by reducing extraneous cognitive load. This reduction frees up the cognitive resource, allowing it to be used more effectively in generative processes, especially when using facilitative SGOs. These findings highlight that integrating segmentation and signaling principles enhances graphic organizers, providing instructors with helpful guidance on effectively using them to improve understanding of scientific expository texts.