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1.
Previous studies of multimedia presentations have determined the effects of the combination of text and pictures on vocabulary learning, but not those of the sound of new words. This study was intended to confirm those previous findings from the integration of mobile technologies and the approach of cognitive load. It adopted a within-subjects design and recruited 32 eighth graders in central Taiwan to participate in a vocabulary learning program on mobile phones. During the program the participants needed to learn four sets of target words in four different weeks. Each set was presented in one of the four modes: text mode, text-picture mode, text-sound mode, and text-picture-sound mode. Immediately after learning each set, all participants took a vocabulary test and completed a cognitive load questionnaire; and, two weeks later, they took the vocabulary test again. Their perceptions of the vocabulary learning program were also collected in a post-program questionnaire. The findings were that audio input helped our participants recall new words’ meanings after two weeks; and, it reduced their cognitive load of learning new words. Our participants also provided positive feedback on the mobile-assisted vocabulary learning program featuring multimedia presentations.  相似文献   

2.
New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the visualization format of pictures affects the structure of the learner's mental model, and (d) whether the visualization format modifies the effects of interactivity. One hundred university students were randomly assigned to five groups. In four groups, a text about the different daytimes and days on the earth was combined with interactive or non-interactive pictures of different visualization formats. In the fifth group, the text was presented without pictures. According to the results, adding pictures to text was neither beneficial nor harmful for learning. In terms of learning efficiency, however, learning from text only was more successful than learning from text and pictures. Interactivity was beneficial for one learning task, but not for the other task. The visualization format affected participants’ interaction with pictures, but not the learning outcomes; however this effect was not influenced by interactivity. Implications for multimedia design and for further research are pointed out.  相似文献   

3.
Effectively presenting complex material is a crucial component of instructional design within simulation-based training (SBT) environments. One approach to facilitate the acquisition of higher-order knowledge is to embed instructional strategies within the systems themselves. Currently, however, there are few established guidelines to inform developers how best to implement such strategies. In response, this study aims to explore the presentation of one such strategy—feedback—during SBT of a complex decision-making task. Specifically, this study extends past research on the modality principle of multimedia learning by comparing the use of spoken- versus printed-text real-time feedback in an SBT environment. During two primarily visual training scenarios, participants received spoken-text (Spoken Group), printed-text (Printed Group), or no feedback (Control Group) based on their performance. Results indicated that the Spoken Group demonstrated greater decision-making performance during training and assessment compared to the Printed Group. These findings are consistent with those of past research and suggest that the modality principle can be extended to the presentation of real-time feedback during SBT of higher-order cognitive skills.  相似文献   

4.
The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post‐tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post‐test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post‐test scores. Also, students that reported more germane cognitive load had higher post‐test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post‐test scores (ANOVA, P < 0.05).  相似文献   

5.
Computer-based multimedia learning environments make it possible to present interactive animated pictures, which can be manipulated for active exploratory learning and which allow the dynamic behavior of complex subject matter to be displayed. Due to the large range of possibilities for exploratory interaction, such learning environments seem well suited for co-operative learning in which different learners analyse the presented subject matter from different perspectives. This paper first describes a theoretical framework for learning from texts and pictures together with an analysis of possible effects of animation and interactivity on knowledge acquisition. It then presents two empirical studies in which knowledge acquisition from interactive animated pictures was compared with knowledge acquisition from static pictures under the conditions of individual learning (Study I) and of cooperative learning (Study II). In Study I, learning with interactive animated pictures resulted in a superior encoding of detail information, but did not facilitate performance of mental simulation tasks. In Study II, learning with interactive animated pictures resulted both in inferior encoding of detail information and poorer results in mental simulations. These findings and the analysis of discourse protocols of subjects’ co-operation suggest that exploratory learning with interactive animated pictures is associated with extraneous cognitive load and that this load can be further increased by the co-ordination demands of co-operative learning. Although animated pictures may provide external support for mental simulations, they do not appear to be generally beneficial for learning, because they can prevent individuals from performing relevant cognitive processes.  相似文献   

6.
Science instruction is typically highly dependent on visual representations of scientific concepts that are communicated through textbooks, teacher presentations, and computer-based multimedia materials. Little is known about how students with visual impairments access and interpret these types of visually-dependent instructional materials. This study explored the efficacy of new haptic (simulated tactile feedback and kinesthetics) instructional technology for teaching cell morphology and function to middle and high school students with visual impairments. The study examined students’ prior experiences learning about the cell and cell functions in classroom instruction, as well as how haptic feedback technology impacted students’ awareness of the 3-D nature of an animal cell, the morphology and function of cell organelles, and students’ interest in the haptic technology as an instructional tool. Twenty-one students with visual impairment participated in the study. Students explored a tactile model of the cell with a haptic point probe that allowed them to feel the cell and its organelles. Results showed that students made significant gains in their ability to identify cell organelles and found the technology to be highly interesting as an instructional tool. The need for additional adaptive technology for students with visual impairments is discussed.This material is based upon work supported by the National Science Foundation under Grant Numbers 0354578 and 0411656  相似文献   

7.
Dynamic computer environments can facilitate students' active participation in the construction of mathematical concepts and techniques—a long-standing goal among educational reformers. This paper analyzes techniques developed by students in an open-ended computer activity, examines learning styles of inventive students, and discusses use of student-generated mathematical techniques in developing new software to (1) cultivate mathematical inventiveness in more students and (2) encourage students to relate their own techniques to more general mathematical ideas. New software was designed to provide an informal, interactive introduction to functions and related algebraic ideas. A fundamentally constructivist approach was supplemented with coaching available upon student request. Each type of function was targeted with a sequence of challenges, hints to support the challenges, and games for synthesis and application. Students combined algebraic techniques to construct functions and manipulated the functions to cause specific behaviors in their graphs. The software succeeded in accommodating diverse student learning styles, initiating students into use of a wider variety of techniques, and inducing students to take an interactive approach to constructing mathematical knowledge. The development described in this paper was supported in part by the National Science Foundation (NSF MDR 84-70608). Any views expressed herein are those of the author and do not necessarily reflect the views of the National Science Foundation.  相似文献   

8.
Research on multimedia learning has shown that learning is hampered when a multimedia message includes extraneous information that is not relevant for the task, because processing the extraneous information uses up scarce attention and working memory resources. However, eye-tracking research suggests that task experience might be a boundary condition for this negative effect of extraneous information on learning, because people seem to learn to ignore task-irrelevant information over time. We therefore hypothesised that extraneous information might no longer hamper learning when it is present over a series of tasks, giving learners the chance to adapt their study strategy. This hypothesis was tested in three experiments. In experiments 1a/1b, participants learned the definitions of new words (from an artificial language) that denoted actions, with matching pictures (same action), mismatching pictures (another action), or without pictures. Mismatching pictures hampered learning compared with matching pictures. Experiment 2 showed that task experience may indeed be a boundary condition to this negative effect on learning: the initial negative effect was no longer present when learners gained experience with the task. This suggests that learners adapted their study strategy, ignoring the mismatching pictures. That hypothesis was tested in experiment 3, using eye tracking. Results showed that attention to the pictures waned with task experience, and that this decrease was stronger for mismatching than for matching pictures. Our findings demonstrate the importance of investigating multimedia effects over time and in relation to study strategies.  相似文献   

9.
This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit “Understanding Weather” in a natural science course, and to bridge a formal learning environment (i.e. school), non-formal (i.e. at a museum), and informal learning environments (i.e. home). Sixty-four sixth-grade students (12–13 years old) from four classes in Taipei City were enrolled in a seven-week general studies course entitled “Natural and Life Science and Technology”, and they were divided into an experimental group (31 students who used the MAR system) and a control group (33 students who used multimedia teaching resources). After seven weeks of experiments, the results revealed that integrating the MAR system into inquiry-based field study made a greater positive impact on the students' academic achievement and motivation compared to the multimedia teaching resources installed on a tablet PC. Additionally, there were two interesting findings: (1) the MAR system offered effective learning materials relative to the multimedia teaching resources and (2) manipulative aids were an effective learning tool for interactivity and usefulness of AR. Besides, there were two meaningful suggestions associated with designing and developing the AR educational system for future researchers and designers, namely make it easy to use and include manipulative aids.  相似文献   

10.
BackgroundText illustrated by pictures (i.e., multimedia material) is often used to improve learning outcomes. To support learning, it is essential to understand and specify the ongoing cognitive processes when processing illustrated texts.AimsWe focus on three cognitive processes identified when processing non-illustrated texts: activation, integration, and validation. In three experiments, we investigated whether the three processes occur during the processing of illustrated texts and whether the processes differ between illustrated and non-illustrated texts.SamplesExperiment 1 had 170 participants, Experiment 2 had 221 participants, and Experiment 3 had 132 participants.MethodAll experiments used an adapted version of the contradiction paradigm. In Experiments 1 and 2, participants read texts that contained information that was consistent vs. inconsistent with a later sentence (target sentence). It was additionally varied whether a picture illustrated the consistent vs. inconsistent information. In Experiment 3, only the pictures were consistent or inconsistent with the target sentence. We measured reading times for the target sentence and the following sentence (spillover sentence).ResultsIn all three experiments, reading times were significantly longer in the inconsistent than in the consistent conditions. This prolongation of reading times was not affected by the picture in Experiments 1 and 2.ConclusionOur results indicate that activation, integration, and validation processes are similar when processing non-illustrated and illustrated texts (Experiments 1 and 2) and also occur when information is presented across text and picture (Experiment 3). We discuss the implications for the theoretical foundations of multimedia learning.  相似文献   

11.
A reply: Media and methods   总被引：5，自引：0，他引：5  
Media and methods together influence learning. This article illustrates an approach to research that allows us to look at the cognitive mechanisms by which learners interact with instructional designs and use media and methods to construct understanding. It critiques Clark's (1994) replaceability challenge.The project described in this article was performed pursuant to grant number USE-9150617 and grant number RED-9353614 from the National Science Foundation. The opinions expressed herein do not necessarily reflect the position or policy of the National Science Foundation or SRI International.  相似文献   

12.
The interactivity principle in multimedia learning states that giving learners control over pace and order of instructions decreases cognitive load and increases transfer performance. We tested this guideline by comparing a learner-paced instruction with a system-paced instruction. Time-on-task and interactive behavior were logged, and were also related to interest, prior knowledge, and cognitive involvement. We successfully replicated the interactivity principle in terms of better transfer. However, this coincided with a large increase in time-on-task. Also, large individual differences existed in the use of learner control options, which were mostly unrelated to the other variables. Thus, the benefits of introducing learner control in multimedia learning are at the expense of learning efficiency, and it remains unclear for whom the interactivity principle works best.  相似文献   

13.
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2 comparison groups were trained in phonological awareness or drew pictures. Invented-spelling training benefited phonological and orthographic awareness and reading of words used in the intervention. Importantly, the invented-spelling group learned to read more words in a learn-to-read task than the other groups. The finding are in accord with the view that invented spelling coupled with feedback encourages an analytical approach and facilitates the integration of phonological and orthographic knowledge, hence facilitating the acquisition of reading.  相似文献   

14.
One of the strongest instructional interventions documented in educational literature is the use of feedback to influence learning outcomes. However, there is lack of empirical research specifically pertaining to the use of multimedia in the feedback message. The purpose of this research was to test whether organizational pictures and modality as a feedback strategy had an effect on learner comprehension and satisfaction. The research design was a 2 Multimedia (Picture Present vs. Picture Absent) × 2 Modality (Narration vs. On-screen Text) × Trial (Trial 1 vs. Trial 2) with Multimedia and Modality serving as between-subject conditions and Trial serving as a repeated measure. One-hundred fifteen university students participated in the study. Findings show statistically significant increases in comprehension scores from Trial 1 to Trial 2 assessments for all four treatment conditions. Learners in the Picture present conditions were statistically more satisfied with the learning experience. Additionally, we used eye-tracking to verify the extent to which the pictures were used in the feedback message. A discussion and recommendations for future research and feedback design are provided.  相似文献   

15.
College students (Experiment 1) and non-college adults (Experiment 2) studied a computer-based 31-frame lesson on electronics that offered help-screens containing text (text group) or illustrations (pictorial group), and then took a learning test. Participants also took a battery of 14 cognitive measures related to the verbalizer-visualizer dimension including tests of cognitive style, learning preference, spatial ability, and general achievement. In Experiment 3, college students received either both kinds of help-screens or none. Verbalizers and visualizers did not differ on the learning test, and almost all of the verbalizer-visualizer measures failed to produce significant attribute x treatment interactions (ATIs). There was not strong support for the hypothesis that verbal learners and visual learners should be given different kinds of multimedia instruction.  相似文献   

16.
Formative peer assessment is an instructional method that offers many opportunities to foster students’ learning with respect to both the domain of the core task and students’ assessment skills. The contributions to this special issue effectively address earlier calls for more research into instructional scaffolds and the implementation of dialogic features in formative peer assessment. However, open issues remain regarding the role of assessment criteria, the benefit of formative peer assessment for transferable knowledge and skills, the role of metacognitive and cognitive processes in the provision and reception of peer feedback, and the proposed benefit of more interactive forms of formative peer assessment. Addressing the latter issue in particular, a framework of three dimensions of increasing interactivity is proposed in order to guide future research. These three dimensions comprise the learner’s engagement with the core task (low interactivity), the provision and reception of peer feedback (medium interactivity), and the learner’s engagement with argumentation, tutoring, and co-construction in dialogue with peers (high interactivity).  相似文献   

17.
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18.
Previous research has found that adding pictures to either text-based learning- or testing-materials has beneficial effects (i.e., multimedia effects in learning and testing). However, a potential interaction of multimedia effects in learning and in testing has scarcely been the focus of research so far. Accordingly, in the present experiment, N = 129 university students received text-based material that was either complemented by pictures both in learning and testing (P-P), only in learning and not in testing (P-T), in testing but not in learning (T-P), or not at all (T-T). Students performed better in the P-P condition than in the other three conditions (P-T, T-P, T-T). Differences between the latter three conditions were not significant. Thus, pictures needed to be present in both learning and testing to foster students' performance. Nonetheless, pictures boosted students’ confidence even if performance was not actually improved, thereby underlining the risk of picture-induced metacognitive bias.  相似文献   

19.
In two experiments, eye tracking was used to investigate whether learners construct a mental representation during learning that integrates information from text and pictures. The experimental groups received inconsistent text-picture information on one or two pages of the learning materials. The control groups received only consistent text-picture information. It was expected that learners of the experimental groups should have difficulties in integrating text-picture information when faced with the inconsistencies. This should be reflected in their gaze behavior. Experiment 1 (N = 51) and Experiment 2 (N = 45) confirmed that assumption for several eye tracking variables. Regarding learning outcomes, only in Experiment 1 worse performance of the experimental group was observed. Furthermore, Experiment 2 revealed that the majority of learners did not remember the inconsistency between text and picture when asked for it after learning. In sum, the results add to our understanding about the cognitive processes underlying multimedia learning.  相似文献   

20.
The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the ‘Principles of Earthquakes.’ Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.  相似文献   

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