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1.
Providing prompts to induce focused processing of the central contents of instructional explanations is a promising instructional means to support novice learners in learning from instructional explanations. However, within research on the expertise reversal effect it has been shown that instructional means that are beneficial for novices can be detrimental for learners with more expertise if the instructional means provide guidance that overlaps with the internal guidance provided by the prior knowledge of learners with more expertise. Under such circumstances, prompts to induce focused processing might even be detrimental for learners with expertise whose prior knowledge already provides internal guidance to learn from explanations. On this basis, we aimed at experimentally varying expertise by developing prior knowledge. Specifically, we used a preparation intervention with contrasting cases to enhance learners’ prior knowledge (expertise). Against this background, we tested 71 university students in a 2 × 2 factorial experimental design: (a) Factor of expertise. Working with contrasting cases to develop prior knowledge and expertise to provide internal guidance to learn from instructional explanations (with vs. without), (b) Factor of prompts. Prompts to induce focused processing of the explanations (with vs. without). The results showed that prompts to induce focused processing fostered conceptual knowledge for novice learners whereas prompts hindered the acquisition of conceptual knowledge for learners with expertise that was developed by working with contrasting cases beforehand. Moreover, measures of subjective cognitive load and learning processes suggest that the instructional guidance provided by prompts compensated for the low internal guidance of novice learners and overlapped with the internal guidance of learners with expertise. 相似文献
2.
Although instructional explanations are commonly used to introduce learners to new learning content, previous studies have often shown that their effects on learning outcomes are minimal. This failure might partly be due to mental passivity of the learners while processing introductory explanations and to a lack of opportunity to revise potential misunderstandings after working on introductory explanations. Against this background, we provided learners with two instructional support measures to optimise the introduction of new principles and concepts by providing instructional explanations in the domain of management theory: (a) prompts designed to induce inferences that are focused on the central content of the explanations, and (b) remedial explanations that are adapted to the learners’ knowledge gaps. We tested their effects in a 2 × 2 factorial experimental design with the following factors: (a) prompts designed to induce focused processing (with vs. without), and (b) remedial explanations (adapted vs. random). The participants consisted of 80 psychology students. We found that the prompts fostered both the share of deep-oriented processing and the acquisition of conceptual knowledge. The beneficial effect of prompts on conceptual knowledge was mediated by the number of inferences that learners generated in response to the prompts. In addition, we found that prompts also fostered the instructional efficiency of providing instructional explanations. The provision of adapted remedial explanations, however, fostered neither deep-oriented processing nor the acquisition of conceptual knowledge. We conclude that prompts designed to induce focused processing can foster deep-oriented processing as well as both the effectiveness and efficiency of learning from instructional explanations. 相似文献
3.
XIE Yaohui YANG Jiumin PI Zhongling DAI Chenyan LIU Caixia 《Frontiers of Education in China》2022,17(1):46
The eye-tracking technology was used in this study to investigate the effects of embedded questions and feedback in instructional videos on learning performance and attention allocation and whether an expertise reversal effect existed. The experiment involved 49 learners with high-level prior knowledge and 45 ones with low-level prior knowledge from a university. Meanwhile, they learned instructional videos with no embedded feedback, embedded questions without feedback and embedded questions with feedback. Findings from the experiment showed that the instructional videos with embedded questions but without feedback not only improved the participants’ attention but also enhanced their learning performance. Furthermore, there was an expertise reversal effect on the learning performance whereby instructional videos with embedded questions but without feedback improved the learning performance of learners with low-level prior knowledge, but not those with high-level prior knowledge. 相似文献
4.
Video-based simulations are considered authentic approximations of practice that can support pre-service teachers' acquisition of diagnostic skills. Still, there is insufficient knowledge on the (differential) effectiveness of different types of prompts on learning in such environments. The presented study experimentally compared the effects of two types of prompts on participants’ judgment accuracy and diagnostic processes in a video-based simulation for diagnostic skills in the context of secondary mathematical argumentation skills. The prompts focused learners either on one indicator of argumentation skills (conceptual prompts) or two indicators and their relation (interconnecting prompts). Results indicate that the prompts effectively supported learning in short interventions. While conceptual prompts led to generally higher learning, interconnecting prompts showed a differential effectiveness based on prior knowledge. Besides highlighting a prototypical video-based simulation for diagnostic skills and prompts to support these, results give indications for teaching diagnostic skills and the adaptive use of prompts for simulation-based learning. 相似文献
5.
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
6.
J. M. Zottmann A. Goeze C. Frank U. Zentner F. Fischer J. Schrader 《Interactive Learning Environments》2013,21(6):513-532
Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency – learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as “audio only” outperformed learners in the “audio + video” condition, who did not substantially differ from the control group. 相似文献
7.
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
8.
Gregory Trevors Melissa Duffy Roger Azevedo 《Educational technology research and development : ETR & D》2014,62(5):507-528
Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE—MetaTutor, an intelligent, multi-agent tutoring system designed to scaffold cognitive and metacognitive self-regulated learning (SRL) processes—interacts with learner’s prior domain knowledge to affect their note-taking activities and subsequent learning outcomes. Sixty (N = 60) college students studied with MetaTutor for 120 min and took notes on hypermedia content of the human circulatory system. Log-files and screen recordings of learner-system interactions were used to analyze notes for several quantitative and qualitative variables. Results show that most note-taking was a verbatim copy of instructional content, which negatively related to the post-test measure of learning. There was an interaction between prior knowledge and pedagogical agent scaffolding, such that low prior knowledge students took a greater quantity of notes compared to their high prior knowledge counterparts, but only in the absence of MetaTutor SRL scaffolding; when agent SRL scaffolding was present, the note-taking activities of low prior knowledge students were statistically equivalent to the number of notes taken by their high prior knowledge counterparts. Theoretical and instructional design implications are discussed. 相似文献
9.
《Learning and Instruction》2007,17(5):564-577
Although writing learning protocols is an effective follow-up course work activity, many learners tend to do it in a rather suboptimal way. Hence, we analyzed the effects of instructional support in the form of prompts. The effects of different types of prompts were investigated in an experiment with four conditions: cognitive prompts, metacognitive prompts, a combination of cognitive and metacognitive prompts, or no prompts (N = 84 undergraduate psychology students). We found that the prompts stimulated the elicitation of cognitive and metacognitive learning strategies. The provision of purely metacognitive prompts did not, however, improve learning outcomes. Only the groups who had received cognitive, or a combination of cognitive and metacognitive, prompts learned more than the control group. This effect was mediated by cognitive learning strategies. The learners in the successful groups did not perceive the prompted learning strategies as more helpful than the learners of the group without prompts. It can be concluded that cognitive prompts—alone or in combination with metacognitive prompts—are an effective means to foster learning. However, additional means should be employed in order to convince the learner of the usefulness of such prompts. 相似文献
10.
教学视频因其多通道展现教学内容的特性而成为数字化学习资源的首选形态。线索作为教学视频中的重要引导性教学设计手段,探究其类型及学习者先前知识经验对学习效果的交互影响,有益于优化教学视频的设计策略。基于学习者先前知识经验水平(高水平和低水平)和线索类型(言语线索和视觉线索)两个维度,运用眼动追踪技术和认知负荷、学习满意度、学习效果等测量工具,通过实验考察二者对学习的影响及其内在机制后发现:学习者先前知识经验水平对认知负荷的影响显著;线索类型对学习满意度的影响显著,且线索类型与学习者先前知识经验水平在学习满意度上的交互效应显著;学习者先前知识经验水平对学习效果的影响显著,且线索类型与学习者先前知识经验水平在迁移测验成绩上的交互效应显著。实验结果表明,线索类型与学习者先前知识经验水平对学习满意度和学习效果存在明显的交互作用,即只有低知识经验水平学习者在学习含有视觉线索的教学视频后,学习满意度与学习效果才有显著提升。这可能是由于该类学习者在信息选择时存在困难,视觉线索可以帮助其提高信息搜索效率,而言语线索却会使其认知负荷超载。 相似文献
11.
Nadine Großmann 《International Journal of Science Education》2019,41(6):759-781
Experimentation is a complex problem-solving process. In biology lessons, experiments involve creative thinking and open discovery; however, they still require some degree of instructional guidance. The right balance between discovery learning and instructional guidance depends substantially on students’ prior knowledge. Students with low prior knowledge in particular might have difficulties with conducting and understanding experiments. Incremental scaffolds might be a valuable tool to meditate between pure discovery and strong guidance while simultaneously taking learners’ individual knowledge and skills into account. In the current study, we examined the effects of incremental scaffolds (IncSc), no scaffolds (NoSc), and worked-out examples (WoEx) on students’ knowledge acquisition while doing inquiry-based experimentation with a special focus on students with low prior knowledge. In a pre-posttest design, 193 students (Mage?=?13.02?±?0.81 years) participated in a four-hour teaching unit on animals’ overwintering strategies. In the pre- and posttest, we assessed the students’ conceptual and procedural knowledge. Our results partially confirmed our hypotheses: Regarding the conceptual and procedural knowledge of all students, incremental scaffolds showed no additional benefit regarding students’ knowledge in the posttest when compared to working with no scaffolds or worked-out examples. For the students with low prior knowledge, working with incremental scaffolds led to higher conceptual and procedural knowledge after the teaching unit than working with worked-out examples. 相似文献
12.
David M. J. Corradi Jan Elen Beno Schraepen Geraldine Clarebout 《International Journal of Science Education》2013,35(5):715-734
When learning with abstract and scientific multiple external representations (MERs), low prior knowledge learners are said to have difficulties in using these MERs to achieve conceptual understanding. Yet little is known about what these limitations precisely entail. In order to understand this, we presented 101 learners with low prior knowledge of abstract scientific MERs to see (a) how many, and what kind of ideas (propositions) learners remembered from these MERs and (b) what the impact of these ideas is on conceptual understanding of the content. Propositional analysis indicates that learners created flawed internal representations. The discussion analyses the potentials that the learners have in using abstract representations to increase their understanding of scientific information and possible effects of instruction. 相似文献
13.
Santiago R. Acuña Héctor García Rodicio Emilio Sánchez 《European Journal of Psychology of Education - EJPE》2011,26(4):435-452
Despite the potential advantages of instructional explanations, evidence indicates that they are usually ineffective. Subsequent
work has shown that in order to make instructional explanations effective indeed, one successful strategy is to combine them
with indications of the limitations in learners' understanding that they are intended to revise, which makes learners deeply
process the explanations. We explored whether this is so for both learners with low and those with high prior domain knowledge.
In one experiment, 77 participants with low and high prior knowledge learned about plate tectonics from a multimedia presentation.
In addition to the presentation, half the participants received instructional explanations combined with indications, whereas
the rest received instructional explanations with no indications. After using the materials, the participants solved retention
and transfer tests. Results showed that low prior knowledge learners learned more from explanations including indications
of their misunderstandings, whereas high prior knowledge learners profited from instructional explanations either with or
without the indications. We discussed theoretical and practical implications. 相似文献
14.
Kevin K. H. Chung 《教育心理学》2007,27(1):1-20
The influence of different instructional presentations upon meaning and pronunciation acquisition in character learning was examined. High school students learned to identify a series of characters in terms of their associated pinyin and English translation prompts. Acquisition was shown to proceed more rapidly when the Chinese character was presented before rather than after the prompts. The addition of colour‐coded prompts led to superior learning. Retention over two weeks was greater in the case of characters presented before prompts with colour‐coding. These data are interpreted in terms of split attention, which arises when learners attend to multiple inputs simultaneously, and the beneficial effects of attending to a character prior to its prompts. The presentation of the Chinese character first and then its pinyin and colour‐coded English translation is recommended. 相似文献
15.
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
16.
Jimmie Leppink Nick J. Broers Tjaart Imbos Cees P. M. van der Vleuten Martijn P. F. Berger 《Higher Education》2012,63(6):771-785
This study investigated the effects of four instructional methods on cognitive load, propositional knowledge, and conceptual
understanding of statistics, for low prior knowledge students and for high prior knowledge students. The instructional methods
were (1) a reading-only control condition, (2) answering open-ended questions, (3) answering open-ended questions and formulating
arguments, and (4) studying worked-out examples of the type of arguments students in the third group had to formulate themselves.
The results indicate that high prior knowledge students develop more propositional knowledge of statistics than low prior
knowledge students. With regard to conceptual understanding, the results indicate an expertise reversal effect: low prior
knowledge students learn most from studying worked-out examples, whereas high prior knowledge students profit most from formulating
arguments. Thus, novice students should be guided into the subject matter by means of worked-out examples. As soon as students
have developed more knowledge of the subject matter, they should be provided with learning tasks that stimulate students to
solve problems by formulating arguments. 相似文献
17.
Expertise reversal for different forms of instructional designs in dynamic visual representations 
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下载免费PDF全文 Aïmen Khacharem Bachir Zoudji Slava Kalyuga 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):756-767
The recent advances in software and computer technology have enabled the incorporation of dynamic representations into a multitude of educational and training environments. Cognitive load theory has been extensively used to enhance learning from complex dynamic representations by providing appropriate instructional designs to manage learner cognitive load. The available evidence, however, indicates that the suggested instructional designs that are effective for novice learners can reverse and become ineffective for learners with higher levels of prior knowledge. This phenomenon is called the expertise reversal effect. This paper reviews a series of recent experimental studies that have found interactions between levels of learners' organized knowledge structures (endogenous support) and effectiveness of different instructional designs (exogenous support), leading to the expertise reversal effect. It is argued that adapting instructional designs to learners with different amount of prior knowledge is a crucial part of effective learning. 相似文献
18.
Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that
can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution
format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions
steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation
to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the
static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and
no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their
level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant
incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane
cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution
steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution
format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory
is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional
formats. 相似文献
19.
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