共查询到20条相似文献，搜索用时 15 毫秒
1.
Lijia Lin Robert K. Atkinson Wilhelmina C. Savenye Brian C. Nelson 《Interactive Learning Environments》2016,24(4):799-813
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N?=?21) to one of the six conditions in a 2?×?3 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations, and (b) cognitive load and intrinsic motivation had different impacts on learning outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation. 相似文献
2.
The effectiveness of animations containing two novel forms of animation cueing that target relations between event units rather than individual entities was compared with that of animations containing conventional entity-based cueing or no cues. These relational event unit cues (progressive path and local coordinated cues) were specifically designed to support key learning processes posited by the Animation Processing Model (Lowe & Boucheix, 2008). Four groups of undergraduates (N = 84) studied a user-controllable animation of a piano mechanism and then were assessed for mental model quality (via a written comprehension test) and knowledge of the mechanism's dynamics (via a novel non-verbal manipulation test). Time-locked eye tracking was used to characterize participants' obedience to cues (initial engagement versus ongoing loyalty) across the learning period. For both output measures, participants in the two relational event unit cueing conditions were superior to those in the entity-based and uncued conditions. Time-locked eye tracking analysis of cue obedience revealed that initial cue engagement did not guarantee ongoing cue loyalty. The findings suggest that the Animation Processing Model provides a principled basis for designing more effective animation support. 相似文献
3.
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
4.
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
5.
The current study investigates the effectiveness of learning words while displaying meaning congruent animations. We explore whether learning words with animation is sensitive to properties known to influence action understanding. We apply an embodied cognition framework and predictions from a recent theory about language and action (Action-Based Language theory, Glenberg & Gallese, 2012). The current study aims to investigate whether dynamic animations add to word learning (Experiment 1) and what the linguistic relation between the dynamic animation and the word learning is (Experiment 2). Results indicate that meaning congruent animations improved verb learning compared to meaning incongruent animations when measured by a recognition task. When measured by an active recall task, congruent animations led to better learning than static pictures. In both measures, meaning congruent animations support word learning. Experiment 2 replicates and extends this and suggests that highlighting conceptual information related to the dynamic action (such as the goal) improves word learning further. The findings are in line with Action-Based Language theory, which suggests that children are able to make better simulations of an action during learning when supported by meaning congruent animations. Highlighting conceptual information additionally supports this learning process. 相似文献
6.
Quincy Elvira Jeroen Imants Ben Dankbaar Mien Segers 《Scandinavian Journal of Educational Research》2017,61(2):187-204
How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for instruction are scattered throughout the literature. This article reports the results of a systematic literature review of 37 studies on expertise development. Using Tynjälä's Integrative Pedagogy Model as an organising framework, the implications for educational practice described in these studies are presented as 10 instructional principles. This study takes a step towards translating expertise development research into guidelines for instruction. Implications for future research are discussed. 相似文献
7.
S. D. D. V. Rughooputh M. I. Santally 《Educational technology research and development : ETR & D》2009,57(1):131-145
This paper presents a new technique of delivery of classes—an instructional technique which will no doubt revolutionize the
teaching and learning, whether for on-campus, blended or online modules. This is based on the simple task of instructionally
incorporating text-to-speech software embedded in the lecture slides that will simulate exactly the delivery of an intended
lecture, assisted with teaching aids such videos, animations and music, as deemed necessary. The benefits of such an approach
in the educational system of the University are multifold and can be categorized in three different axes namely pedagogical,
administrative and financial. Our main interests in this article lie along the pedagogical benefits (which undoubtedly overlap
to some extent into administrative and financial axis) that this technique will bring in the system. While it is obvious that
the initial process does consume a reasonable amount of time and gradually reveals its own complexities, constraints and limitations
as described in this paper, the approach does however provide considerable elements to bring a major re-definition of the
overall teaching and learning framework at the University of Mauritius.
相似文献
| M. I. Santally (Corresponding author)Email: |
8.
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
9.
This special issue comprises a set of six papers, in which studies are presented that use eye tracking to analyse multimedia learning processes in detail. Most of the papers focus on the effects on visual attention of animations with different design features such as spoken vs. written text, different kinds of cues, or different presentation speeds. Two contributions concern effects of learner characteristics (prior knowledge) on visual attention when learning with video and complex graphics. In addition, in some papers eye tracking is not only used as a process measure in itself, but also as input for verbal reports (i.e., cued retrospective reporting). In the two commentaries, the contributions are discussed from a multimedia learning perspective and an eye tracking perspective, by prominent researchers in those fields. Together, the contributions to this issue give an overview of the various possibilities eye tracking opens up for research on multimedia learning and instruction. 相似文献
10.
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
11.
Animations may facilitate learning by providing external support for visual–spatial mental processing. Facilitation is challenged by findings that demonstrate involvement of spatial abilities in learning from animations, because this involvement indicates active internal visual–spatial processing. In the present study, learners attended to a system-paced multimedia presentation in which a verbal–auditory explanation was concurrently synchronized either with animation, with static core pictures, or with enriched static pictures that showed additional intermediate steps and arrows indicating motion. Results demonstrated better learning success with animations and with enriched static pictures than with static pictures. Spatial abilities were not substantively related to learning success with animations or with static pictures, but they played a crucial role for learning success with enriched static pictures. It is concluded that active visual–spatial processing was recruited with enriched static pictures. With animations, learning was truly facilitated by external support for visual–spatial mental processing. 相似文献
12.
The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify the educational strengths and weaknesses of animations and static pictures, an experimental study with three groups was conducted. Overall, 88 university students participated in the study. One group of learners (n?=?30) watched a single picture of a gear mechanism, one group of learners (n?=?28) watched four pictures, and one group of learners (n?=?30) watched an animation. All groups had to identify specific motions and spatial arrangements covered by the gear mechanism. While learners who watched the animation exhibited the best performance with respect to the identification of motions, learners who watched the pictures showed the best performance with respect to the identification of spatial arrangements. The effect sizes are large. The results of the study help to clarify when animations and when static pictures are most suitable for learning.
相似文献13.
Markus Nivala Roger S?lj? Hans Rystedt Pauliina Kronqvist Erno Lehtinen 《Instructional Science》2012,40(5):799-811
New representational technologies, such as virtual microscopy, create new affordances for medical education. In the article, a study on the following two issues is reported: (a) How does collaborative use of virtual microscopy shape students’ engagement with and learning from virtual slides of tissue specimen? (b) How do visual and conceptual cues scaffold students’ reasoning? Fifteen pairs of medical students participated in two sessions in which the students used a virtual microscope as a diagnostic tool in the context of learning pathology. The slides provided the students with varying levels of visual and conceptual cueing. The sessions were videotaped, and the students’ reasoning while using the microscope was analysed. The students’ written answers were analysed in terms of the findings they made and the diagnoses suggested. At a general level, the results show that students engage actively in this kind of virtually-mediated environment. The visual and/or conceptual cues improve students’ performance, and guide the students’ perception and reasoning in a manner that is productive from the point of view of learning to make clinically relevant observations. Scaffolding students’ reasoning process through cues furthermore assists the students in avoiding the most obvious pitfalls such as overlooking critical areas of a specimen. Overall, visual and conceptual cues improve students’ reasoning in perceptual and cognitive terms, while still allowing space for the making of “relevant mistakes” that may further the students’ diagnostic skills. 相似文献
14.
Faculty Organizational Commitment and Citizenship 总被引：1，自引：0，他引：1
Building on a theoretical framework that links characteristics of individuals and their work settings to organizational commitment
(OC) and citizenship behavior, this study considers why faculty may be disengaging from institutional service. Analyses of
survey data collected from a state system of higher education suggest that job characteristics, exchanges and social learning
are associated with faculty members’ OC. For instance, opportunities for advancement and research support, as well as responsiveness
of administrators to faculty, contributed to the likelihood that faculty would accept a position at their institution again
if given the chance. Commitment, however, did not significantly affect time spent on institutional service. Two job characteristics—time
spent on research and time spent on teaching—were negatively associated with this behavior. 相似文献
15.
Ireland has two official languages—Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated
through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí)
in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential
element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content
of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics
register. The theoretical framework underpinning the research design is Cummins’ (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual
students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to
come to the fore. The findings emerging from this study provide strong support for Cummins’ Thresholds Hypothesis at the key
transitions—primary- to second-level and second-level to third-level mathematics education—in Ireland. Some implications and
applications for mathematics teaching and learning are presented.
相似文献
| John O’DonoghueEmail: |
16.
CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental
features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development
of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also provide a definition of the word to
aid in vocabulary acquisition. However, over-reliance on these features may hinder development of a young reader’s decoding
skills and use of context cues. Many CD-ROM storybooks contain incidental hotspots, such as dancing flowers and hidden characters,
which distract from the storyline and take reader’s attention away from comprehension. These incidental features may prolong
the reading event causing fatigue and loss of focus. In sum, the features provided by CD-ROM storybooks offer valuable support
for the acquisition of reading skills when coupled with supervision to monitor overuse and direct instruction in comprehension
strategies. 相似文献
17.
Within the framework of cognitive learning theories, instructional design manipulations have primarily been investigated under
tightly controlled laboratory conditions. We carried out two experiments, where the first experiment was conducted in a restricted
system-paced setting and is therefore in line with the majority of empirical studies in the learning sciences. However, the
second experiment was done in an ecologically more valid classroom setting, with students working at their own pace with the
instructional material embedded in a professional hypermedia learning environment. Both dealt with the same topic in the domain
of biological education, namely the structure and functioning of the enzyme ATP-Synthase. In both experiments, the educational
value of three- versus two-dimensional animations as well as of visual cues was investigated in a 2 × 2 factorial design.
Students’ understanding was facilitated by the presence of a 3D-representation format under tightly controlled conditions
only. Regarding the ecologically more valid classroom setting, the 2D format tended to foster understanding more efficiently
than the 3D format. The implementation of visual cues enhanced the amount students remembered in both experiments. Our results
indicate that the results of tightly controlled laboratory conditions may not be easily generalized to naturalistic classroom
settings. 相似文献
18.
Recent research has tested whether Eye Movement Modeling Examples (EMMEs) can effectively cue attention and improve learning. However, the effects of EMMEs are variable, and the degree to which viewers follow these cues remains unclear. In the current paper, we compared screen-captured instructional videos that included an EMME in the form of a transparent circular overlay depicting the instructor's gaze location with identical videos that lacked this cue. We observed that EMMEs drove viewer saccades to cued locations and resulted in shorter distances between viewer gaze and the EMME, but learning performance and video preference were unaffected by the presence of an EMME. We argue that EMMEs can effectively guide attention, but the range of circumstances under which they improve learning may be limited. 相似文献
19.
Knowledge management tools for instructional design 总被引：1，自引：0，他引：1
Advances in computer technology typically find their way into education after a short generation of success in other settings.
This is an elaboration of one such technology—knowledge management systems (KMS)—and its application to instructional design.
An examination of the development of KMS from information systems. computer-supported collaborative work environments and
object-oriented systems, leads to a discussion of reusability. The focus is on the use of KMS by instructional designers.
A conceptual framework for distributed instructional design is provided along with examples of support tools. These tools
and the associated design framework are in use, and anecdotal evidence of effects and impact is provided. As such tools become
more widely used to support the planning, implementation and management of instructional systems and learning environments,
it is reasonable to expect the nature of instructional design practice to change. 相似文献
20.
Ok-choon Park Stuart S. Gittelman 《Educational technology research and development : ETR & D》1992,40(4):27-38
The effects of two computer-based instructional strategies—visual display and feedback type—were investigated in the acquisition
of electronic troubleshooting skills. Animation was used to simulate the functional behaviors of electronic circuits and to
demonstrate the troubleshooting procedures. The first hypothesis tested was that animated visual displays would be more effective
than static visual displays if animation was selectively used to support the specific learning requirements of a given task.
Results supported this hypothesis by showing that college students in the animated visual display condition needed significantly
fewer trials than those in the static visual display condition. The second hypothesis was that the effectiveness of intentionally
mediated feedback (knowledge of results or explanatory information) would be minimal if natural feedback—the system's automatic
functional reaction to external inputs—was available and the subject had the basic knowledge needed to understand the system
functions. The results supported this hypothesis. Overall, this study implies that instructional strategies, including visual
displays and feedback, should be applied selectively based on the specific learning requirements of a given task.
he works at ARI as a research fellow of the Universities of the Washington Metropolitan area.
The opinions expressed herein are those of the authors and do not express or imply the views of the U. S. Army Research Institute
or the Department of Defense.
The authors would like to thank Eric C. Neiderman and Reginald Hopkins for their assistance with this study. 相似文献