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1.
In the reported study it was investigated whether deictic tracing during processing multimedia materials can support learning. Participants in the tracing group had to connect words in the text to corresponding elements in the picture by tracing with their index finger on a tablet surface. Participants in the tracing group were expected to outperform learners in the control group without tracing regarding text-picture integration performance and pure picture recall. Results did not confirm our assumptions. Instead, learners in the tracing group performed even worse regarding text-picture integration performance and drawing performance (i.e., replicating the to-be-learned picture) compared to the control group. Log-file analyses showed that only few learners were able to trace the lines correctly on all slides, so tracing difficulty may explain the unexpected results. Other possible reasons as well as the implications of these results are discussed. 相似文献
2.
Two experiments used eye tracking to investigate a novel cueing approach for directing learner attention to low salience, high relevance aspects of a complex animation. In the first experiment, comprehension of a piano mechanism animation containing spreading-colour cues was compared with comprehension obtained with arrow cues or no cues. Eye tracking data revealed differences in learner attention patterns between the different experimental conditions. The second experiment used eye tracking with synchronized and non-synchronized cues to investigate the role of dynamic direction of attention in cueing effectiveness. Results of Experiment 1 showed that spreading-colour cues resulted in better targeting of attention to thematically relevant aspects and in higher comprehension scores than arrow cues or no cues. For Experiment 2, superior comprehension after the synchronized version together with eye tracking data indicated that cue effectiveness depended on attention direction being spatially and temporally coordinated with onsets of animation events having high thematic relevance to the learning task. The findings suggest the importance of perceptual cues and bottom-up processing. 相似文献
3.
Björn B. de Koning Huib K. Tabbers Remy M.J.P. Rikers Fred Paas 《Learning and Instruction》2010,20(2):111-122
To examine how visual attentional resources are allocated when learning from a complex animation about the cardiovascular system, eye movements were registered in the absence and presence of visual cues. Cognitive processing was assessed using cued retrospective reporting, whereas comprehension and transfer tests measured the quality of the constructed representation. Within the framework of Cognitive Load Theory, visual cues highlighting the subsystems of the heart were hypothesized to guide attention, reduce visual search and extraneous cognitive load, and enhance learning. As predicted, learners looked more often and longer at cued parts. However, we found no effects of cueing on visual search and cognitive load. With respect to cognitive processing, performance differences were found on the number of statements in the learners’ verbal reports. These findings suggest that visual cueing can guide attention in an animation, but other factors are also important in determining the effectiveness of visual cues on learning. 相似文献
4.
Shelly J. Schmidt 《Journal of Food Science Education》2020,19(2):59-73
Researchers have identified three approaches to learning—surface, strategic, and deep. These approaches are influenced by various contextual and student factors, including teaching methods, assessments, and relevance to future career. The global objective of this study was to explore the influence of course elements and students’ emotional connection to section content on students’ approaches to learning in an introductory Food Science and Human Nutrition course. Students completed two questionnaires for the Nutrition and Health (NH) and Composition and Chemistry (CC) course sections: (a) Entwistle's ASSIST Inventory and (b) a questionnaire developed to assess students’ perceived usefulness of assignments, learning resources, and emotional connection to section content. Students’ approaches to learning did not significantly differ between NH and CC sections, with the majority reporting use of strategic or deep approaches. Generally, positive correlations were obtained for learners who used the deep and strategic approaches and their perceived usefulness of assignments and learning resources. In stark contrast, negative correlations were identified for learners who used the surface approach and their perceived usefulness of learning resources and assignments. Regarding emotional connection to section content, compared to learners who used the deep and strategic approaches, learners who used the surface approach did not enjoy and felt anxious about learning the content in both sections. Furthermore, based on regression analysis, the surface learning approach was a predictor for low exam scores in both sections. Based on these findings, instructors should implement practices in course design, instructional methods, and assessment strategies that help students choose deep and strategic approaches to learning, while minimizing surface approaches. 相似文献
5.
Huiyu Yang 《Frontiers of Education in China》2018,13(3):315-345
The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation. A self-regulatory, mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument. A total of 50 learners of English as a foreign language (EFL) from two sections of a reading course were randomly assigned to one of two groups. First, the participants were tested to assess their English reading level and prior knowledge of Egyptian culture. Next, they were randomly assigned to one of two modes: picture-plus-text or picture-plus-text-plus-signal. Immediately after experimental treatment, participants were administered tests of pictorial recall, matching, jigsaw puzzles, and retention as well as cognitive load measurement and attitude questionnaires. Experimental treatment was the independent variable, while the comprehension test, cognitive load questionnaire, and attitude questionnaire were the dependent variables. The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score, but not for retention. The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition. However, the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing. The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency. 相似文献
6.
While instruction on control of variables has been shown to be effective, especially when it encourages students to focus explicitly on rules or procedures, little evidence of application to novel problems has been obtained. We hypothesized that prompting students to understand their own learning processes while doing experiments involving control of variables would allow them to activate their repertoire of knowledge and strategies and learn in a way that would enhance transfer of learning. Students were assigned to one of four versions of a computer‐based biology simulation learning environment, each employing a different type of prompt: reason justification, rule based, emotion focused, or none (control). Learning in this computer environment, college biology students designed and conducted experiments involving control of variables. Students' ability to solve both contextually similar (near transfer) and contextually dissimilar (far transfer) problems was assessed. The treatment groups performed equally well on contextually similar problems. However, on a contextually dissimilar problem, the reason justification group had significantly higher scores than the other groups. Qualitative data showed that the reason justification prompts directed students' attention to understanding when, why, and how to employ experiment design principles and strategies, and this in turn helped students to transfer their understanding to a novel problem. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 837–858, 1999 相似文献
7.
Two experiments examined the effects of a pedagogical agent's (PA's) pointing gestures, eye gaze, and eye contact on learning processes (measured by learners' eye fixations on relevant elements) and learning outcomes (as measured by retention and transfer test scores) with a multimedia lesson on neural transmission. In Experiment 1, having the PA look at and point to relevant elements as she lectured led to more eye fixations on the relevant portion of the graphic and better retention and transfer test scores. Keeping eye contact with learners tended to improve retention test scores and increased their eye fixations on relevant elements when the PA also looked at and pointed to the graphic. In Experiment 2, the PA's pointing gestures as a stand-alone feature caused better retention test scores and more fixations on relevant elements of the graphic, but eye gaze direction did not. These findings help extend the embodiment principle. 相似文献
8.
A closer look at split visual attention in system- and self-paced instruction in multimedia learning
Two experiments examined visual attention distribution in learning from text and pictures. Participants watched a 16-step multimedia instruction on the formation of lightning. In Experiment 1 (N = 90) the instruction was system-paced (fast, medium, slow pace), while it was self-paced in Experiment 2 (N = 31). In both experiments the text modality was varied (written, spoken). During learning, the participants’ eye movements were recorded. Results from both experiments revealed that learners spent more time studying the visualizations with spoken text than those with written text. In written text conditions learners consistently started reading before alternating between text and visualization; moreover, they spent more time reading the text than inspecting the visualizations. While in Experiment 1 additional time that was made available in conditions with a slow or medium instruction pace was spent inspecting visualizations, in Experiment 2 longer learning times resulted from reading the text more intensively. With respect to learning outcomes (retention, transfer, and visual memory) Experiment 1 revealed an effect of text modality for visual memory only. In Experiment 2 no modality effects were found. Instruction pace was hardly related to learning outcomes. Overall, the results confirm prior findings suggesting that the distribution of visual attention in multimedia learning is largely guided by the text. 相似文献
9.
外语教学课堂中的游戏 总被引：1，自引：0，他引：1
语言习得的过程以及习得的效果在很大程度上会从习得者心理上，特别是情感上加强过滤作用，因此语言教学的过程应当最大化教学内容、教学方法的多样性来降低这种过滤作用对习得的迁移作用。语言教学课堂中的游戏绝不仅仅只是吸引学生注意力，打发教学任务完成时间的工具，而恰恰可以鼓励习得者在不知不觉之间真正地用语言交流。本文通过对一些常用的具有很高调适性的语言教学课堂中的游戏的总结，希望使语言课堂中的游戏在辅助教学的过程中成为语言教学以及教学者和习得者之间的纽带。 相似文献
10.
Embodied cognition and evolutionary educational psychology perspectives suggest pointing and tracing gestures may enhance learning. Across two experiments, we examine whether explicit instructions to trace out elements of geometry worked examples with the index finger enhance learning processes and outcomes. In Experiment 1, the tracing group solved more test questions than the non-tracing group, solved them more quickly, made fewer errors, and reported lower levels of test difficulty. Experiment 2 replicated and extended the findings of Experiment 1, providing evidence for a performance gradient across conditions, such that students who traced on the paper outperformed those who traced above the paper, who in turn outperformed those who simply studied by reading. These results are consistent with the activation of an increasing number of working memory channels (visual, kinaesthetic and tactile) for learning-related processing. 相似文献
11.
Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in worked examples enhances learning outcomes in comparison to correct solutions only, and whether a mixture of correct and incorrect solutions is more effective when the errors are highlighted. In addition, the effectiveness of fostering self-explanations was assessed. In Experiment 1, the participants learned to solve probability problems under six conditions that constituted a 2 × 3-factorial design (Factor 1: correct and incorrect solutions with highlighting the errors vs. correct and incorrect solutions without highlighting the errors vs. correct solutions only; Factor 2: prompting written self-explanations vs. no prompts). An aptitude-treatment interaction was found: providing correct and incorrect solutions fostered far transfer performance if learners had favourable prior knowledge; if learners had poor prior knowledge correct solutions only were more favourable. Experiment 2 replicated this interaction effect. Thus, a mixture of correct and incorrect solutions in worked examples enhanced learning outcomes only for “good” learners. In addition, Experiment 2 showed that confronting learners with incorrect solutions changed the quality of their self-explanations: on the one hand, new types of effective self-explanations could be observed, but on the other hand the amount of the very important principle-based self-explanations was substantially reduced. A possible measure to prevent this negative side effect of incorrect solutions is discussed. 相似文献
12.
The expertise reversal effect occurs when instruction that is effective for novice learners is ineffective or even counterproductive for more expert learners. Four experiments designed to explore the expertise reversal effect in the field of teaching and learning foreign language listening skills were conducted. Three instructional formats (read-only, listen-only, and read-and-listen) were designed to teach native Chinese students English (experiments 1–3) or French (experiment 4) listening skills. Experiment 1 found a significant interaction with no effect for learners with lower levels of listening expertise but a significant effect for learners with higher levels of listening expertise favoring the read-only approach. The results of experiment 2 replicated the counterintuitive findings of experiment 1. Experiment 3 testing less knowledgeable students than experiments 1 and 2 indicated that the read-and-listen condition was more effective for novice learners. Experiment 4 testing beginner-level learners of French as a foreign language obtained results consistent with those of experiment 3 in that lower expertise learners gained greater benefits from the read-and-listen than the read-only or listen-only teaching approaches. It is concluded that the read-and-listen approach benefitted novice learners but more expert learners could benefit more from the read-only approach. 相似文献
13.
Tournaki N 《Journal of learning disabilities》2003,36(5):449-458
Forty-two second-grade general education students and 42 students with learning disabilities (LD) were taught basic, one-digit addition facts (e.g., 5 + 3 = _). Students received instruction via (a) a minimum addend strategy, (b) drill and practice, or (c) control. The effectiveness of the two methods was measured through students' accuracy and latency scores on a posttest and a transfer task (e.g., 5 + 3 + 7 =_). Students with LD improved significantly only in the strategy condition, as compared to drill-and-practice and control conditions, whereas general education students improved significantly both in the strategy and the drill-and-practice conditions as compared to the control condition. However, in the transfer task, students from all groups became significantly more accurate only in the strategy condition, while all students were significantly faster than their control group peers regardless of teaching method. The implications for teachers' differential choices of methods of instruction for students with different learning characteristics are discussed. 相似文献
14.
西藏自治区推行的以汉为主加授藏语文的双语教学模式是我国藏区最有效的双语教学模式之一,为了更加完善这一模式,我们就双语教学模式问题以拉萨地区为对象进行了调查研究。通过对藏汉双语教学模式教学目标的调查、藏汉双语教学模式操作策略的调查、藏汉双语教学模式成效评价的调查和影响藏汉双语教学模式因素的调查发现,藏汉双语教学模式在目标方面存在城乡差异,农村学生更加注重汉语言知识的学习与掌握;藏族学生的语言基础在城乡方面存在显著性差异,藏族教师在使用讲授法和训练法方面没有显著差异,在使用以直接感知为主的教学方法、演示法和活动法上有显著差异,说明教师教学方法是影响双语教学操作策略的重要因素。藏汉双语模式下学生的双语言发展还是取得了显著成效。居住环境、语言态度、双语教学效果是影响双语教学模式的三大因素。 相似文献
15.
This investigation compared 267 students with a hearing loss and 178 students with no declared form of disability who were taking courses by distance learning in terms of their scores on an abbreviated version of the Academic Engagement Form. Students with a hearing loss obtained lower scores than students with no disability with regard to communication with other students, but some felt that communication was easier than in a traditional academic situation. Students who were postvocationally deaf had lower scores than students with no disability on learning from other students, but they obtained higher scores on student autonomy and student control. In general, the impact of a hearing loss on engagement in distance education is relatively slight. 相似文献
16.
Mamata Chimmalgi 《Anatomical sciences education》2019,12(2):191-199
Traditionally, cadaver dissection and didactic lectures have formed the mainstay of teaching gross anatomy, but, apathy of the learners toward didactic lectures and reduction in the time allotted for teaching anatomy have necessitated adoption of interactive teaching methods that require lesser student contact time. In this study, for two consecutive years, first-year medical students were taught selected gross anatomy topics using Interactive Lecture in the Dissection Hall (ILDH). Instead of discarding the traditional methods, ILDH combined the two into a single, cohesive, interactive session, to teach the topic through multiple, short, segments of lecture alternating with interactive demonstration on the specimen. This method emerged by combining the insight gained from the newer teaching methods and reasoning from the cognitive load theory and contiguity principle. Students’ performance after ILDH was assessed by a test and was compared with the performance after conventional method of teaching. Students’ perception toward ILDH was assessed by a questionnaire. Students perceived that ILDH not only helped them in understanding the concepts better (97.7%), but, was also a better learning experience (99.2%). Majority felt that ILDH should be made an integral part of teaching anatomy (97.7%). Students’ performance in the test after the unified approach of ILDH was significantly better than with the split-source format of conventional methods. Students’ satisfaction, improved scores, and time efficiency indicate that ILDH may be an optimum method for teaching selected topics in anatomy. 相似文献
17.
Edward Zigler 《教育心理学家》2013,48(1):71-77
This article focuses on the self-regulated learning processes of goal setting and perceived self-efficacy. Students enter learning activities with goals and self-efficacy for goal attainment. As learners work on tasks, they observe their own performances and evaluate their own goal progress. Self-efficacy and goal setting are affected by self-observation, self-judgment, and self-reaction. When students perceive satisfactory goal progress, they feel capable of improving their skills; goal attainment, coupled with high self-efficacy, leads students to set new challenging goals. Research is reviewed on goal properties (specificity, proximity, difficulty), self-set goals, progress feedback, contracts and conferences, and conceptions of ability. Ways of teaching students to set realistic goals and evaluate progress include establishing upper and lower goal limits and employing games, contracts, and conferences. Future research might clarify the relation of goal setting and self-efficacy to transfer, goal orientations, and affective reactions. 相似文献
18.
Masanori Yamada Satoshi Kitamura Hideya Matsukawa Tadashi Misono Noriko Kitani Yuhei Yamauchi 《Educational technology research and development : ETR & D》2014,62(5):529-553
In recent years, collaborative filtering, a recommendation algorithm that incorporates a user’s data such as interest, has received worldwide attention as an advanced learning support system. However, accurate recommendations along with a user’s interest cannot be ideal as an effective learning environment. This study aims to develop and evaluate an online English vocabulary learning system using collaborative filtering that allows learners to learn English vocabulary while expanding their interests. The online learning environment recommends English news articles using information obtained from other users with similar interests. The learner then studies these recommended articles as a method of learning English. The results of a two-month experiment that compared this system to an earlier collaborative filtering system called “GroupLens” reveal that learners who used the collaborative filtering system developed in this study read various news articles and had significantly higher scores on topic-specific vocabulary tests than did those who used the previous system. 相似文献
19.
The time course of learners’ processing of a complex animation was studied using a dynamic diagram of a piano mechanism. Over successive repetitions of the material, two forms of cueing (standard colour cueing and anti-cueing) were administered either before or during the animated segment of the presentation. An uncued group and two other control conditions were also employed. Development of an internal representation of the movements depicted in the animation was evaluated through participant demonstrations of the mechanism’s operation on a replica piano mechanism. Eye tracking (fixation lengths) indicated that overall, conventional visuospatially-based cueing was largely ineffective for directing attention across the presentations of the animation. Demonstration scores from cued animations were no better than those produced from the uncued version. Cue obedience for standard colour cueing was initially superior to that for anti-cues but fell away after the animation’s first exposure. Contrary to expectations, there was no difference in cue obedience for cueing applied before or during animation of the display. The findings suggest that alternatives to visuospatial cues are needed to help learners process complex animations more effectively. 相似文献
20.
Appreciation of problem structure is critical to successful learning. Two experiments investigated effective ways of communicating problem structure in a computer-based learning environment and tested whether verbal instruction is necessary to specify solution steps, when deep structure is already embellished by instructional examples. Participants learned to solve algebra-like problems and then solved transfer problems that required adjustment of learned procedures. Experiment 1 demonstrated that verbal instruction helped learning by reducing learners' floundering, but its positive effect disappeared in the transfer. More importantly, students transferred better when they studied with examples that emphasized problem structure rather than solution procedure. Experiment 2 showed that verbal instruction was not necessarily more effective than nonverbal scaffolding to convey problem structure. Final understanding was determined by transparency of problem structure regardless of presence of verbal instruction. However, verbal instruction had a positive impact on learners by having them persist through the task, and optimal instructional choices were likely to differ depending on populations of learners. 相似文献