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1.
Static representational pictures (RPs) have been focused in research on the multimedia effect in testing and might be especially important in arithmetical word problems, which require a multi-stage mental processing to segment the task. To further highlight the task segments visually, dynamic visualizations could help. However, conventional animations might not apply to this context and the role of dynamic visualizations with temporal segmentations (i.e., animated RPs) is unexplored. This classroom experiment with 456 students investigated multimedia and modality effects in 24 mathematical word problems. Our 3 × 2 mixed design included three multimedia conditions (static RPs, animated RPs, and text-only) and two modality conditions (written text vs spoken text). We investigated effects on response correctness, metacognitive ratings, item-solving satisfaction and time on task. Both static and animated RPs increased response correctness, item-solving satisfaction, and metacognitive ratings compared to text-only. Time on task was affected in distinctive ways in both RP conditions and also varied depending on text modality. Spoken text barely increased response correctness in animated RP items but not at all in static RP items. Moderator analyses revealed that the effects of static and animated RPs on response correctness were dependent on the text modality but varied across school types and the level of mathematical prior knowledge. For students at non-academic-track schools or with low prior knowledge, static and animated RPs improved response correctness compared to text-only across both modalities. For students at academic-track schools or with high prior knowledge, mainly combinations of static or animated RPs with spoken text were effective. 相似文献
2.
Three experiments with students from 7th and 8th grade were performed to investigate the effects of decorative pictures in learning as compared to instructional pictures. Pictures were considered as instructional, when they were primarily informative, and as decorative, when they were primarily aesthetically appealing. The experiments investigated, whether and to what extent decorative pictures affect the learner’s distribution of attention, whether they have an effect on the affective and motivational state and whether they affect the learning outcomes. The first experiment indicated with eye-tracking methodology that decorative pictures receive only a bit initial attention as part of the learner’s initial orientation and are largely ignored afterwards, which suggests that they have only a minor distracting effect if any. The second experiment showed that despite the small amount of attention they receive, decorative pictures seem to induce better mood, alertness and calmness with learners. The third experiment indicated that decorative pictures did not intensify students’ situational interest, but reduced perceived difficulty of the learning material. Regarding outcomes of learning, decorative pictures were altogether neither harmful nor beneficial for learning. However, they moderated the beneficial effect of instructional pictures––in essence: the multimedia effect. The moderating effect was especially pronounced when learners had lower prior knowledge. The findings are discussed from the perspective of cognitive, affective and motivational psychology. Perspectives of further research are pointed out. 相似文献
3.
We investigated whether the characteristics of pictures affect memory for verbal learning materials. In the learning phase, participants watched a slideshow about historical figures that were depicted as more or as less powerful. The slideshow included spoken information that was more prototypical for either powerful or powerless people and thus semantically congruent (e.g., depiction and verbal information rated as powerful) or incongruent with the pictures. Congruency resulted in more errors when participants had to reject incorrect items in a memory test. There was no effect of congruency on verifying correct items. This pattern was observed for a slideshow that included one picture for each historical figure (Experiment 1) and for a slideshow including additional pictures (Experiment 2). Hence, both experiments provide corroborating evidence that pictures affect learners’ memory for verbal learning materials. These findings are relevant for instructional practice with regard to the design of learning materials and test items. 相似文献
4.
In the split-attention effect spatial proximity is frequently considered to be pivotal. The transition from a spatially separated to a spatially integrated format not only involves changes in spatial proximity, but commonly necessitates text segmentation and picture labelling as well. In an experimental study, we investigated the influence of spatial proximity, text segmentation, and picture labelling on learning performance. A total of 165 students, divided into five groups, participated in the study. Four of the groups learned from spatially separated texts and pictures in a 2 × 2 design with the factors text segmentation (continuous vs. segmented text) and picture labelling (unlabelled vs. labelled picture). The fifth group learned from a spatially integrated text and picture. Retention and comprehension of the learning material were assessed. Students' working memory capacity and spatial ability were also assessed. The results replicated the split-attention effect with respect to retention only. This effect is attributed mainly to text segmentation and only partially to picture labelling. Spatial integration, however, did not enhance learning. 相似文献
5.
This paper focuses on theory and research issues associated with the use of hypermedia technologies in education. It is proposed
that viewing hypermedia technologies as an enabling infrastructure for tools to support learning—in particular learning in
problem-based pedagogical environments involving cases—has particular promise. After considering research issues with problem-based
learning related to knowledge transfer and conceptual change, a design framework is discussed for a hypermedia system with
scaffolding features intended to support and enhance problem-based learning with cases. Preliminary results are reported of
research involving a new version of this hypermedia design approach with special ontological scaffolding to explore conceptual
change and far knowledge transfer issues related to learning advanced scientific knowledge involving complex systems as well
as the use of the system in a graduate seminar class. Overall, it is hoped that this program of research will stimulate further
work on learning and cognitive sciences theoretical and research issues, on the characteristics of design features for robust
and educationally powerful hypermedia systems, on ways that hypermedia systems might be used to support innovative pedagogical
approaches being used in the schools, and on how particular designs for learning technologies might foster learning of conceptually
difficult knowledge and skills that are increasingly necessary in the 21st century.
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
| Michael J. JacobsonEmail: |
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
6.
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
7.
Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency 总被引：2，自引：2，他引：0
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
8.
Video-based learning plays an increasingly important role and thus the optimal design of video-based learning materials attracts the attention of scientists and practitioners alike. In this context, producers of educational videos often include a talking head in their videos, although theory (e.g., cognitive theory of multimedia learning) also suggests potential disadvantages for this format. Since talking heads attract a lot of visual attention, further empirical research is necessary to investigate whether a talking head can hinder learning, especially presented next to graphic-based learning content. To address this research gap, we conducted two online experiments to investigate the effects of a talking head in educational videos with narrated slides (short slideshow lectures) on learning outcomes (i.e., factual knowledge acquisition) and participants’ subjective ratings of the learning material (e.g., perceived learning). In Experiment 1 (N = 96), we varied whether the instructor’s talking head was present or absent in the videos as a between-factor, and whether the visual content on the slides was graphic-based (pictures, diagrams, maps) or text-based (bullet points) as a within-factor (slide type). In Experiment 2 (N = 184), we additionally varied as a between-factor whether the contents appeared sequentially or statically all at once (presentation type). Our results showed that the talking head did not affect learning outcomes, regardless of slide type and presentation type of the videos suggesting that the inclusion of a talking head offers neither clear advantages nor disadvantages. Potential explanations for the findings and directions for future research are discussed. 相似文献
9.
Interpersonal aspects of teaching have repeatedly been linked to teacher emotions and well-being on a general level. However, it is unclear how teachers’ moment-to-moment interpersonal behavior is associated with their physiological arousal during teaching and how this contributes to their lesson-focused emotional outcomes. Eighty secondary education teachers with a mean age of 43.7 years (SD = 11.5) and 13.4 years of teaching experience (SD = 9.7) participated during one real-life lesson. We coded teacher behavior from an interpersonal perspective on the dimensions of agency (i.e., social influence) and communion (i.e., friendliness). Teachers’ physiology (in terms of heart rate) was measured as a proxy for their affective arousal. Teachers differed widely in their behaviors and in how behavior and physiology were associated from moment to moment. Being generally agentic was associated with higher levels of self-reported positive emotions after the lesson, also when being agentic went together with a high heart rate. In contrast, the stronger and the more positively a teacher’s physiological arousal was associated with displaying communal behavior, the more likely a teacher was to report negative emotions. We conclude that combining moment-to-moment data of teachers’ interpersonal behavior and physiological arousal has the potential to explain differences in teachers’ emotional outcomes. Such an approach might ultimately provide teachers and teacher educators with the fine-grained and personalized information needed to foster teacher well-being. 相似文献
10.
11.
The present study investigated how consequence value influences affect, attention, and learning while reading instructional texts, and if text difficulty moderates these effects. Participants studied four instructional texts on research methods in a 2 × 2 consequence value (high vs. low) × text difficulty (easy vs. difficult) within-subjects experiment. Consequence value was manipulated by assigning two of the four texts as having high value and the other two as having low value with respect to a performance goal on a subsequent test, while text difficulty was manipulated via experimenter-created easy and difficult versions of the texts. We hypothesized that consequence value would induce mild anxiety, which would focus attention and facilitate learning, and that text difficulty would moderate the influence of consequence value. Partially consistent with the predictions, high consequence value led to lower valence, higher arousal, longer reading times, and positively predicted knowledge transfer. Arousal mediated the relationship between consequence value and knowledge transfer, but only when the texts were difficult, thereby suggesting moderated mediation. 相似文献
12.
Multimedia effects in learning receive much attention in research. In contrast, effects of different picture types in testing materials are hardly studied. The present computer-based experiment with n = 404 students investigates the effects of adding a representational picture (RP) or a decorative picture (DP) to text-based educational test items on students' performance, metacognition, test-taking motivation and item processing in the domains of science and mathematics. The data show that RPs enhanced students' performance, perception of ease and test-taking pleasure in both scientific and mathematics items. Furthermore, RPs increased time on task (TOT) in mathematics, but not in scientific items. DPs had no significant effect on students’ performance, test-taking pleasure or perceived ease, while DPs reduced TOT in mathematics items. Explanations for the process-related differences are discussed. The pattern of results indicates that the multimedia principle and the coherence principle from instructional psychology can be transferred to educational testing material. 相似文献
13.
Tim N. Höffler Helmut Prechtl Claudia Nerdel 《Learning and individual differences》2010,20(5):479-483
In a 2 × 2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with animations, and less developed visualizers (LDV) performed the same with static pictures or animations.For factual knowledge, there was a main effect in favor of HDV. Subsequent tests revealed that HDV outperformed LDV only when learning from static pictures, but not when studying animations. There were no overall differences between animations and static pictures. The assumption is made that HDV benefit from their cognitive style when they have to construct a mental animation from static pictures.Concluding, we did not find any rationale for converting static pictures to animations — HDV learned better with static pictures, while for LDV, it made no difference. 相似文献
14.
Sean C. McWatt Genevieve S. Newton Gary J. Umphrey Lorraine C. Jadeski 《Anatomical sciences education》2021,14(2):184-200
Many institutions rely upon prosection-based laboratories as more resource-efficient and time-effective alternatives to traditional cadaver dissection for human anatomy education. To facilitate growing enrollment numbers despite resource limitations, the University of Guelph (a non-medical institution) introduced a modified “stepwise” prosection-based laboratory cohort to supplement a dissection-based course. In this design, all students attended the same lectures, but those in the dissection-based cohort learned by performing regional dissections and students in the prosection-based cohort studied from those dissections. Prosection students thereby witnessed a “slow reveal” of structures throughout the course. This study compared the perceived course experiences, student approaches to learning, and academic performance between the two groups. Multiple linear regression analyses were used to isolate the effect of the laboratory environment on student approaches to learning and academic performance from demographic and situational covariates. Both groups reported positive course experience ratings and high average final grades that were not statistically dissimilar (P > 0.05), increased reliance on deep approaches to learning (P = 0.002), and decreased reliance on surface approaches to learning (P = 0.023). When controlling for covariates, participation in dissection had small but statistically significant positive associations with deep approaches to learning (P = 0.043), performance on laboratory oral assessments (P < 0.001), and average final grades (P = 0.039). Ultimately, both designs promoted meaningful learning and desirable performance outcomes, indicating that both dissection and stepwise prosection have the potential to facilitate high quality human anatomy instruction. 相似文献
15.
We used a false-biofeedback methodology to manipulate physiological arousal in order to induce affective states that would influence learners’ metacognitive judgments and learning performance. False-biofeedback is a method used to induce physiological arousal (and resultant affective states) by presenting learners with audio stimuli of false heart beats. Learners were presented with accelerated, baseline, or no heart beat (control) while they completed a challenging learning task. We tested four hypotheses about the effect of false-biofeedback. The alarm vs. alert hypothesis predicted that false biofeedback would be appraised as either a signal of distress and would impair learning (alarm), or as a signal of engagement and would facilitate learning (alert). The differential biofeedback hypothesis predicted that the alarm and alert effects would be dependent on the type of biofeedback (accelerated vs. baseline). The question depth hypothesis predicted that these effects would be more pronounced for challenging inference questions. Lastly, the self vs. recording hypothesis predicted that effects would only occur if participants believed that false biofeedback was indicative of their own physiological arousal. In general, learners experienced more positive/activating affective states, made more confident metacognitive judgments, and achieved higher learning when they received accelerated or baseline biofeedback while answering a challenging inference question, irrespective of the perceived source of the biofeedback. Thus, our findings supported the alert and question depth hypotheses, but not the differential biofeedback or self vs. recording hypotheses. Implications of the findings for the integration of affective processes into models of cognitive and metacognitive processes during learning are discussed. 相似文献
16.
Learning programming from erroneous worked-examples. Which type of error is beneficial for learning?
Learning from erroneous worked examples could enhance learning in contrast to problem-solving tasks. The type of error was hypothesized to be a moderator and accuracy of error detection and correction a mediator of this effect. This study examines the influence of simple syntactic (the structure of the code) and complex semantic (the logic or content of the code) errors in a programming scenario. Overall, 128 students were assigned to a two (syntactic errors: yes vs. no) × two (semantic errors: yes vs. no) factorial between-subjects design. Students’ accuracy in error detection and correction, learning performance, mental load, and mental effort were measured. Results showed that learners receiving syntactic errors detected and corrected errors with higher accuracy which leads to higher learning performance. Semantic errors did not influence learning-related variables since semantic errors were too difficult for novice learners to detect and fix. The postulated moderation and mediation could be supported. 相似文献
17.
A significant component of design pedagogy is the need to foster critical design thinking and to support students in understanding links between educational exercises and their potential application in professional design practice. Problem solving is central to design so it is also essential that students understand that there can be multiple solutions to a design brief, and are supported in creative experimentation and in generating imaginative outcomes. This article examines some innovative approaches to addressing these pedagogical needs. It investigates the effectiveness of pedagogical design incorporating the Immerse Lab, a three‐wall projection room at an Australian university, as a learning context for design practice, for generating ideas and for supporting learning involving the comparative display of design outcomes. Anonymous student survey results revealed that the majority of students found learning in the Immerse Lab to be beneficial; comparative review more effective than in standard tutorial rooms; that the activity generated new ideas; it encouraged students to think differently about their designs; and it inspired students to develop their existing designs or create new ones. The project demonstrated that curricula involving immersive spaces can be effective in supporting engaging and relevant design pedagogy. 相似文献
18.
Constructing interactive web apps has become more accessible for instructors, for example, by using the R package Shiny. Here we explored learners' preferences and the efficiency of interactive simulations versus static pictures in acquiring statistics knowledge of Cohen's d and standard normal distribution. Results revealed that students' spontaneous interaction with pictures was infrequent (pilot study, N = 26). While prompts (Exp. 1, N = 152) effectively ensured the manipulation of simulations, student exposure to interactive simulations led to longer learning times though similar test performance compared with student exposure to static pictures. Multiple interactive representations led to lower test performance than single interactive and static representations (Exp. 2, N = 117). Though no advantage was gained regarding learning outcomes, participants preferred the interactive variant (Exp. 3, N = 119). Taken together, this study demonstrates that the superiority of interactive pictures cannot be assumed to hold in general. Further work should evaluate how mental model construction can be effectively scaffolded by interactive simulations. 相似文献
19.
Student cooperativeness underlies high quality teacher-student relationships, and has been positively associated with students' school engagement. Fostering cooperative rather than oppositional student behavior might be especially helpful for protecting at-risk students against academic failure. To understand how exactly students' cooperativeness can be fostered, we investigated the interpersonal behaviors of secondary school teachers and at-risk students during dyadic interactions (N = 82 dyads) in the context of positive teacher-student relationships. Using Continuous Assessment of Interpersonal Dynamics, moment-to-moment teacher and student behavior was captured in terms of interpersonal agency (dominance vs. submissiveness) and communion (opposition vs. cooperation). Time-series analyses were used to analyze interpersonal behavior within individuals, within dyads, and between dyads. Cooperative student behavior was most likely if teachers acted friendly and cooperatively and if teachers ‘loosened up’ their agency and the structure they imposed on the interaction repeatedly, which may give students more freedom to express themselves and to cooperate. 相似文献
20.
There have been considerable efforts to describe, examine, and foster the strategies students use while learning. Defined as thoughts, behaviors, beliefs, or emotions that facilitate knowledge acquisition, learning strategies play an essential role in students’ achievement. This study reports on a random-effects meta-analysis of 158 studies (2,897 effect sizes; N = 71,852 students) on relationships between learning and study strategies, as measured by ten subscales of an established and prevalent instrument, the Learning and Study Strategies Inventory (LASSI; Weinstein et al., 1987, 2004, 2016), and academic outcomes measured as GPA/grades, test scores, and persistence. Results indicated that motivation strategies had the highest positive correlations with GPA and persistence outcomes. For test scores, test taking strategies, anxiety, and selecting main ideas were the strongest positive correlates. Associations between LASSI subscales and outcomes were moderated by age, indicating lower correlations among students in postsecondary contexts compared to K-12 settings. Implications for research and practice regarding the role of strategic learning are discussed. 相似文献