Integrating textual and pictorial information via pop-up windows: An experimental study

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Abstract
Following previous research in cognitive psychology, this paper deals with the effect of the spatial display of textpicture information on the user's cognitive processes. Two experiments were carried out to compare three displays on a computer screen: 'split' display (text and picture information displayed in separate areas on the screen), 'integrated' display (text information close to the part of the picture to which it refers), and 'pop-up' display (text information integrated in pop-up fields which appeared only via the user's action). In both experiments, the results showed that the integrated display and to a greater extent the pop-up display led to higher performances for an equal or lower learning time. Thus, these experiments reinforce the hypothesis that material where text and picture are integrated improves learning, especially if text information appears in pop-up fields. Results are discussed from a theoretical and a practical point of view.

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