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Promoting elementary student graphical device comprehension: efficacy of technological and engineering design based learning.

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Title: Promoting elementary student graphical device comprehension: efficacy of technological and engineering design based learning.
Authors: Morgan, Cheryl E.1 (AUTHOR) cemorg78@vt.edu, Wells, John G.2 (AUTHOR) jgwells@vt.edu
Source: International Journal of Technology & Design Education. Mar2026, Vol. 36 Issue 1, p63-81. 19p.
Subject Terms: *Reading comprehension, *Visual aids, *Elementary education, *Design education, *Science education, *Education research, *Engineering education, Nonfiction
Abstract: The research presented is an investigation into the efficacy of technological and engineering design-based learning (T/E DBL) as a pedagogical approach to intentionally facilitate comprehension of nonfiction/informational text inclusive of graphical devices among elementary students. The research followed a mixed method exploratory embedded case study design. Six grade five participants were studied as whole group and as reading level dyads (below, on, and above grade level) while progressing through three different T/E DBL challenges designed to intentionally support graphical device comprehension (GDC) instruction. A variety of instruments were used to collect data and assess participant prior knowledge, comprehension of graphical devices, and resultant reading comprehension of both familiar and unfamiliar texts. Data analysis generated detailed descriptions of reading comprehension levels for each of the six participants throughout the study. Findings revealed that T/E DBL increased text interactions and graphical device usage across all participants, promoted their development of general GDC for diagrams and tables, improved their comprehension of unfamiliar science texts, and proved to be of particular benefit to below grade level readers. These results demonstrated the efficacy of T/E DBL as a valuable component of elementary level reading instruction for improving student use and comprehension of graphical devices, and for improving their overall comprehension of unfamiliar science and engineering texts where embedded graphical devices present new content in a visual information genre. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Promoting elementary student graphical device comprehension: efficacy of technological and engineering design based learning.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Mar2026, Vol. 36 Issue 1, p63-81. 19p.
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  Label: Abstract
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  Data: The research presented is an investigation into the efficacy of technological and engineering design-based learning (T/E DBL) as a pedagogical approach to intentionally facilitate comprehension of nonfiction/informational text inclusive of graphical devices among elementary students. The research followed a mixed method exploratory embedded case study design. Six grade five participants were studied as whole group and as reading level dyads (below, on, and above grade level) while progressing through three different T/E DBL challenges designed to intentionally support graphical device comprehension (GDC) instruction. A variety of instruments were used to collect data and assess participant prior knowledge, comprehension of graphical devices, and resultant reading comprehension of both familiar and unfamiliar texts. Data analysis generated detailed descriptions of reading comprehension levels for each of the six participants throughout the study. Findings revealed that T/E DBL increased text interactions and graphical device usage across all participants, promoted their development of general GDC for diagrams and tables, improved their comprehension of unfamiliar science texts, and proved to be of particular benefit to below grade level readers. These results demonstrated the efficacy of T/E DBL as a valuable component of elementary level reading instruction for improving student use and comprehension of graphical devices, and for improving their overall comprehension of unfamiliar science and engineering texts where embedded graphical devices present new content in a visual information genre. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10798-025-09997-8
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        Text: English
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      – SubjectFull: Elementary education
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              Text: Mar2026
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              Y: 2026
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