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1.
Chung-Yuan Hsu 《Interactive Learning Environments》2013,21(2):104-115
Educational researchers have indicated that although computer games have the potential to promote students’ motivation and engagement, the work on how to design effective games that fulfil educational purposes is still in its infancy. This study aimed to examine how integration of self-explanation into a computer game affected primary schoolers’ acquisition of light and shadow concepts. The participants were randomly assigned to either an experimental group or a control group and played a computer game with or without self-explanation prompts individually as a treatment. Students’ conceptual understanding was evaluated through a pretest and a posttest administered right after the treatment. The results revealed that by controlling the pretest scores, students who played the game with self-explanation features did not outperform those who played the game without any prompts in the posttest. Further analyses of the experimental group students’ responses to the self-explanation prompts also indicated that the students with more correct responses to the prompts did not perform better than those with lower accuracy rates. The deficits in the use of self-explanation prompts are identified, and possible improvements to enhance the function of self-explanation in educational games are proposed. 相似文献
2.
Example-based learning often follows a design in which learners first receive instructional explanations that communicate new principles and concepts and second examples thereof. In this setting, using the knowledge components of the instructional explanations to explain the examples (i.e., generating principle-based self-explanations) is considered to be a highly important learning process. However, a potential suboptimality of this learning process is that it scarcely requires learners to organize the content of the instructional explanations into coherent mental representations. Thus, in two experiments we investigated whether prompting learners to organize the content of the instructional explanations before providing them with the examples (and self-explanation prompts) enhances the effectiveness of example-based learning. We consistently found that organization prompts fostered learning regardless of whether the learners also received self-explanation prompts. Hence, in example-based learning, learners should be prompted to not only generate principle-based self-explanations but also to organize the content of the instructional explanations. 相似文献
3.
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations 总被引：1，自引：0，他引：1
Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high
demands on the learners and often does not lead to the expected results, especially because the learners do not integrate
the different representations. Thus, it is necessary to support the learners’ self-explanation activity, which concerns the
integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out
examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding
multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts
in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control
group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations
directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which
was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and
both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided.
We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding. 相似文献
4.
Lijia Lin Robert K. Atkinson Wilhelmina C. Savenye Brian C. Nelson 《Interactive Learning Environments》2016,24(4):799-813
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N?=?21) to one of the six conditions in a 2?×?3 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations, and (b) cognitive load and intrinsic motivation had different impacts on learning outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation. 相似文献
5.
The current study examined the effectiveness of self-explanation prompts, visual signaling cues, and a combination of the two features on middle school students’ (N = 202) algebra learning. Also explored were the differential effects of features for students with faulty conceptual knowledge (evidenced by a higher prevalence of making errors during problem solving) on learning. That is, we assessed whether students who make prevalent conceptual errors predictive of algebra performance differentially benefit from design features. Participants were randomly assigned to complete 1 of 4 sets of worked example assignments supplemented with self-explanation prompts (n = 51), visual signaling cues (n = 49), both features (n = 51), or neither feature (n = 51). Worked examples supplemented with either self-explanation prompts or signaling cues led to greater learning from pre- to posttest in comparison to the worked example control, with practically meaningful effects. The effect of assignments supplemented with signaling cues was moderated by error prevalence. Those who made errors more frequently demonstrating misunderstanding of algebraic concepts (e.g., the meaning of a coefficient) benefited significantly more from visual signaling cues alone than self-explanation prompts alone or control assignments. These findings highlight the importance of considering differential effects of design features when used in combination or in isolation, particularly for struggling students. 相似文献
6.
Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. 相似文献
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8.
Timothy J. Nokes Robert G. M. Hausmann Kurt VanLehn Sophia Gershman 《Instructional Science》2011,39(5):645-666
Cognitive science principles should have implications for the design of effective learning environments. The self-explanation
principle was chosen for the current work because it has developed significantly over the last 20 years. Early formulations
hypothesized that self-explanation facilitated inference generation to supply missing information about a concept or target
skill, whereas later work hypothesized that self-explanation facilitated mental-model revision (Chi, Handbook of research
on conceptual change, 2000). To better understand the complex relationship between prior knowledge, cognitive processing, and changes to a learner’s
representation, two classes of self-explanation prompts (gap-filling and mental-model revision) were tested in the domain
of physics problem solving. Prompts designed to focus the learner on gap-filling led to greater learning and a reduction in
the amount of tutoring assistance required to solve physics problems. The results are interpreted as support for the instructional
fit hypothesis—the idea that the efficacy of instruction is contingent on the match between the cognitive processing that the instruction
elicits, how those processes modify the underlying knowledge representations for the task, and the utility of those representations
for the task or problem. 相似文献
9.
Yehudit Judy Dori Shirly Avargil Zehavit Kohen Liora Saar 《International Journal of Science Education》2018,40(10):1198-1220
ABSTRACTContext-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high- and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre- and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts. 相似文献
10.
Substituting one mystery for another: the role of self-explanations in solving algebra word-problems
《Learning and Instruction》2000,10(3):203-220
Explanations students provide themselves (self-explanations) in the course of learning or problem-solving have been shown to be positively associated with performance. However, the role self-explanation plays in problem solving has not been fully elaborated. This study aims to analyze the role of self-explanation in solving algebra word problems. We argue that self-explanation may function as verbal mediation that supports the transformation between different external representations of the problem. Our analysis of the problem solving protocols aims to illustrate this point through a multiple case studies design. Specifically we illustrate the way a particular kind of self-explanation (categorical explanation) mediates students' transformation from the sentential representation of the problem to the tabular one. 相似文献
11.
Arnel F. Gutierrez 《CBE life sciences education》2014,13(1):76-82
The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group''s instruction was supplemented with the card game, while the control group''s instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory. 相似文献
12.
Professional accrediting bodies and accounting education reviews have long expressed concerns about student capabilities and learning outcomes, including the ability to apply knowledge and make reasoned judgements. In response, we report on a new design that uses a web of threshold concepts to guide curriculum development. With an associated focus on students’ active learning, the new design encouraged students to critically engage with threshold concepts in accounting. The aim was to transform their understanding of the discipline material from a set of discrete concepts that could be rote-learnt, to critical appreciation of the relationships between such discipline concepts. The design structures students’ active participation in associated learning activities, leading to improved student engagement and conceptual understanding, as evidenced by better attendance and results. 相似文献
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14.
Jon-Chao Hong Nien-Chen Wu Ying-Luan Huang Pei-Hsin Lin Yi-Ling Chen 《Interactive Learning Environments》2016,24(3):572-589
A new approach to moral education using blended learning has been developed. This approach involves 10 scenarios that are designed as a web-based game and serves as a basis for group moral-consequence-based reasoning, which is developed based on a hypothetical-deductive model. The aim of the study was to examine the changes in students' blended learning interest and reasoning ability in a time series experimental design. After playing the game with the 10 initial scenarios during the first week of the study, participants were subjected to five blended learning sessions that required them to discuss the consequences of one of the 10 scenarios using hypothetical-deductive reasoning. After six weeks, the data from the 110 participants were analyzed using time series statistics. The results indicated that players were highly interested in the game, although their interest had a tendency to decrease slightly over time. Repetitive game play (i.e. practice) was positively associated with the players' moral reasoning performance. The study results may lend support to the design of a game with additional or more highly complex content for players to further develop students' consequential reasoning ability. 相似文献
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This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (N = 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation prompts during subsequent practice, critical thinking instruction with activation prompts during subsequent practice, or no critical thinking instruction or prompts (control). In all conditions, practice was a within-subjects factor, some task categories present in the test were practiced on a business case, others were not. Participants in the instruction conditions significantly outperformed participants in the control condition on the immediate and delayed post-test, but only on the practiced task categories – with the exception of the self-explanations condition, which also showed a better performance than the control condition on not-practiced categories, though only on the immediate post-test. Dispositions (i.e., Actively Open-minded Thinking and Need for Cognition) predicted reasoning skills at pre-test but did not interact with instructions on post-tests performances. 相似文献
17.
Michael W. Martin 《学校用计算机》2014,31(1-2):23-42
This article details the administration and results of an experiment conducted to assess the impact of three video game design concepts upon learning outcomes. The principles tested include game aesthetics, player choice, and player competition. The experiment participants were asked to play a serious game over the course of a week, and the learning outcomes were measured by comparing their pretest and posttest scores. The results of a one-tailed t test indicated, with a p value of 0.043, that there was a statistically significant effect of the aesthetic presentation of the game upon the learning outcome. There was no indication of a significant effect by the player choice or player competition conditions, but the results from these experiment groups point to some potentially interesting interactions between the conditions and learning, as well as possible future lines of experimental inquiry. 相似文献
18.
Barbieri Christina Areizaga Booth Julie L. Begolli Kreshnik N. McCann Nicholas 《Instructional Science》2021,49(4):419-439
Instructional Science - The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students... 相似文献
19.
Attention to core concepts in science and engineering in early education has grown recently, and understanding levers as force amplifiers can be recognized as one of these. Previous studies focused on two-sided levers and do not provide sufficient information about children's knowledge of levers as force amplifiers, nor about their learning and its support from an education perspective. It is important to consider load distance and force distance separately, as may be done in one-sided levers, to understand children's knowledge of levers as “simple machines” thoroughly. Moreover, children's zone of proximal development and the possibilities to foster their knowledge should be explored to understand important features of teaching. We thus directed two studies with 6- to 7-year-old children. In study 1, we conducted a paper-and-pencil test in the context of wheelbarrows (N = 370; age M = 6.62). We investigated whether it is possible to empirically separate the features load, load distance, and force distance as well as to determine their level of difficulty. Our study showed that children's concepts of the three aspects load, load distance, and force distance are fragmented, with children finding it continuously more difficult to judge load, load distance, and force distance correctly. In study 2, we developed a 20-min intervention with a controlled 2 × 2 pre-post follow-up design for exploring the zone of proximal development of 304 6- to 7-year-old children in the domain of one-sided levers as force amplifiers, focusing on force distance and load distance. We implemented a structured learning environment that encouraged the children to manipulate wheelbarrows and supported them with pictures and/or verbal prompts. 6- to 7-year-old children had a higher learning gain when they were exposed to scaffolds that combined pictures and verbal prompts in the posttest as well as in the follow-up test four weeks later compared to the control group. 相似文献
20.
David A. Tillyer 《College Teaching》2013,61(4):307-308
Abstract. An explanatory methods design was used to evaluate the influence of a service learning course on learning, personal, and social outcomes for service learning (n = 142) students. These students showed improvements in diversity and political awareness, community self-efficacy, and civic engagement scores from the beginning to the end of the semester. In addition, the students' academic learning, personal and interpersonal development, and community engagement were detected as the major benefits from engaging in service learning. The findings of this study suggest that service learning contributes to students' academic learning and personal and social development through social-emotional processes. 相似文献