The impact of visual schematization in enhancing comprehension and memory of graphic organizers’ artifacts

Abstract

This study investigates how different visual schematization methods – linear text (LT), Rule of Composition Systems (RoCS), and Graphic Reference Frames (GRF) – influence comprehension of educational content, and how this interacts with learners’ cognitive styles. Sixty-one university students were divided into three groups, each exposed to a different schematization prototype. Cognitive styles (visual/verbal and global/analytical) were assessed through a validated questionnaire. Findings show that preferred cognitive style (visual vs. verbal) does not significantly affect comprehension within the same group. However, significant differences emerged between schematization methods: while GRF and linear text yielded comparable results, RoCS led to lower comprehension scores across styles. This suggests that RoCS may be less effective than GRF or LT in early learning contexts. Overall, the results highlight that instructional design – not cognitive style alone – plays a central role in learning outcomes, emphasizing the importance of aligning schematization strategies with cognitive tendencies.