首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
In three experiments, college students read a text explaining how lightning works and then took problem-solving transfer tests. Some students (integrated group) also viewed illustrations depicting the major stages in the formation of lightning that (a) were placed adjacent to corresponding text paragraphs and (b) contained annotations repeating the verbal cause-and-effect information from the text. Other students (separated group) viewed the same illustrations (a) on a separate page and (b) without annotations, after they had finished reading the text. The integrated group generated approximately 50% more creative solutions on transfer problems than the separated group, and this pattern was stronger for students who lacked experience in meteorology than for high-experience students. The positive effects of integrated illustrations depended on incorporating annotations (i.e., captions and labels) into the illustrations rather than placing illustrations close to corresponding paragraphs. Results were interpreted in light of a generative theory of multimedia learning which posits that meaningful learning requires constructing connections between visual and verbal representations of a system.  相似文献   

2.
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   

3.
This study utilized qualitative and quantitative designs and eye-tracking technology to understand how viewers process multimedia information. Eye movement data were collected from eight college students (non-science majors) while they were viewing web pages containing different types of text and illustrations depicting the mechanism of atmospheric pressure and the formation of sea and land winds. The results showed that participants' eyes were fixated more often on the text than on the illustrations. Breaking the instructional multimedia into small successive segments did not seem to increase the number of eye fixations on the illustrations. Participants alternated their eye fixations on related components of the illustrations while focusing on verbs or sentences representing the kinematics of the weather systems. Text seemed to provide more detailed explanations than pictures and therefore served as the main resource for understanding the content. Scan paths revealed that participants were likely to be distracted by decorative icons in the illustrations. The decorative icons also created a split-attention effect on students' cognitive processing. Eye-tracking technology was found to be a valuable tool for achieving the objectives of this study, and it provided insights into students' cognitive processes during multimedia learning. Discussion and suggestions for instructional designers and future studies are provided.  相似文献   

4.
The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes.  相似文献   

5.
This study investigated how the format of verbal instructions in computer simulations and prior knowledge (PK) affected 8th graders' cognitive load (CL) level and achievement in a multimedia learning environment. Although PK was not found to significantly affect student performance and CL level, instruction format was found to impact both. Students who used narrative simulations were found to have a greater CL but also to perform better than those using simulations with on-screen text instructions. However, no significant differences were found between the cognitive efficiency of the two groups. The difficulty of the subject matter and limitations in students' prior content-related knowledge may have increased the intrinsic CL, such that students had difficulty in interpreting the content even if their PK was relatively high. The narrative instructions were more likely than the on-screen text information to reduce the extraneous CL and promote understanding of content. A new measure of cognitive processing is needed to identify the types of CL involved in e-learning and determine the properties of adequate e-learning materials. Finally, the findings of the study are discussed and suggestions for future studies and instructional design are provided.  相似文献   

6.
This experimental study investigated the effects of two types of task instructions on text comprehension, motivation, and emotional involvement. In all, 226 9th graders in low academic tracks were randomly assigned to complete reader-oriented (RO), text-based (TB), or no tasks after reading literary texts to elaborate their mental text representation. Whereas RO tasks encouraged emotional engagement and indirectly stimulated text analysis through creative activities, TB tasks focused on cognitive activity and directly encouraged text analysis. After students completed the tasks, they answered test items on content- and form-related text comprehension. The results indicate that form-related comprehension improved when students elaborated their mental text representation through TB tasks. By contrast, RO students were more interested in the tasks, and they showed slightly more emotional involvement. As the two types of task instructions seemingly have different effects, they may be considered complementary elements in instructional practices for lower academic tracks.  相似文献   

7.
This study assessed the effects of text topicalization conditions (initial position, final position, or no topic sentence) on the comprehension of main ideas and specific passage information for middle school readers. Also of interest were interactions of topic familiarity and readers’ cognitive styles (degree of field independence) with text topicalization. One hundred and seven subjects were randomly assigned to one of the three topicalization conditions and read three familiar and three less‐familiar multipleparagraph expository texts. Main idea comprehension was assessed with both a sentencesummary (generation) and best‐title (recognition) task. Comprehension of specific passage information was evaluated with multiple‐choice items. Text topicalization effects were observed for main idea comprehension (with initial position best, followed by final position), while topic familiarity resulted in higher comprehension scores for specific passage information. Moreover, a cognitive style‐text topicalization interaction was found on the best‐title task; in this case, relatively field dependent readers were assisted by a final topic sentence placement. Implications are drawn for future research concerning the complex interplay of texts, tasks and readers in prose‐processing.  相似文献   

8.
《Learning and Instruction》2007,17(5):465-477
This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16–17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons containing illustrations and narration performed better on subsequent transfer tests than did students who received lessons containing illustrations and on-screen text. In the second field experiment, 55 Dutch secondary school students (age 16–17) received similar multimedia programs that allowed more self-pacing and required students to record the time to learn. The illustrations-and-narration group outperformed the illustrations-and-text group on subsequent transfer tests for students who required less time to learn but not for students who required more time to learn. The interaction of learning time spent with modality of presentation on post-test scores was studied. Implications for testing of the robustness of cognitive theory of multimedia learning are discussed.  相似文献   

9.
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   

10.

Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n?=?171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.

  相似文献   

11.
Previous research into the effectiveness of dynamic versus static instructional design paradigms has reported divergent findings. Dynamic instructions have been shown to be more effective in teaching novel procedural skills. In contrast, the apparent benefit of dynamic over static instructions has been attributed in other studies to the cognitive capabilities and previous knowledge of the learner. Can the benefit of dynamic instruction persist in learners with domain expertise on learning novel tasks? In this paper, we report the result of an experiment that shows that irrespective of the learner's previous knowledge, dynamic instructions retain a significant effectiveness over statics for teaching intra‐domain novel task performance. Twenty‐four participants with domain expertise were divided into three independent groups to perform a procedural motor task following treatment with different training interfaces. After controlling for spatial abilities and excluding previous specific‐to‐task knowledge, we observe that participants that trained with interfaces containing dynamic content recorded better task performance measures than others using non‐dynamic interfaces. This suggest that within the context of motor skill acquisition, dynamic instructional interfaces can yield significant increases to post‐learning task performance measures, which is independent of the learner's cognitive capabilities or previous knowledge.  相似文献   

12.
Based on cognitive load theory and the transient information effect, this paper investigated the modality effect while interpreting a contour map. The length and complexity of auditory and visual text instructions were manipulated. Experiment 1 indicated that longer audio text information within a presentation was inferior to the equivalent longer visual text information demonstrating a reversal of the modality effect due to transient information imposing a heavy working memory load. However, the expected modality effect was not obtained from the equivalent shorter auditory text presentation compared to shorter visual text information. It was hypothesised that the shorter text still contained too much auditory information for working memory to readily process. Experiment 2 further decreased the shorter auditory text information which then resulted in a traditional modality effect including a modality by text length interaction in which shorter, audio-visual information was better than visual only information but longer, audio-visual information was worse than visual only information.  相似文献   

13.
Two experiments compared the effects of learning by drawing to studying instructor-provided visuals on learning outcomes, learning time, and cognitive load. College students studied a text on the human circulatory system and completed comprehension and transfer tests. In Experiment 1 (N = 107), students studied the text with provided visuals (provided visuals) or generated their own drawings from the text with text-based support (verbally-supported drawing) or without support (unsupported drawing). Results showed that while the verbally-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition, there were no differences across the three conditions in learning outcomes. In Experiment 2 (N = 85), students studied the text with provided visuals (provided visuals) or generated drawings from the text with provided visuals as feedback (visually-supported drawing). Results showed that the visually-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition but also performed significantly better than the provided visuals condition on the comprehension test. These findings suggest generating drawings prior to studying provided visuals is worth the time and effort.  相似文献   

14.
This paper addresses the issue of macrostructural processing of multiple text passages. Two levels of macrostructural processing, macrostructural construction (extracting important information) and organization (structuring selected information) may be at work during complex text comprehension. Three experiments examined the effects of various textual and situational factors on macrostructural construction and organization. College students were asked to read small sets of documents presented in hypertext format. The students' reading strategies as well as their written reports were analyzed. Experiment 1 showed that headings and presentation format influence macrostructural organization. Experiment 2 showed that task requirements tend to influence macrostructure construction and organization, whereas presentation conditions, such as the marking of important information and the presentation order, can affect both levels of macrostructural processing. Finally, experiment 3 indicated that there is an interaction between global and local headings and the construction and organization of macrostructure. The three experiments also suggested that subjects can be characterized based on how well they deal with macrostructural construction and organization. It is concluded that the comprehension of hypertext involves higher levels of cognitive processing which ensure the structuring of multiple text information.  相似文献   

15.
Students are often provided with instructions that are intended to influence their attention to particular sections or elements of their reading materials. To date, the bulk of the work on such prereading instructions has focused on drawing reader attention to relevant text information. In the current project, we examined whether instructions might also be useful in helping readers ignore irrelevant (albeit inherently interesting) information in text. In two experiments, prereading instructions asked readers to (a) focus on specific relevant text segments, (b) ignore specific irrelevant text segments, (c) maintain an awareness that the text contained irrelevant segments without specifically identifying them, or (d) read without warnings. Participants generally exhibited longer reading times and enhanced recall for irrelevant segments compared to base content, except in cases for which general instructions warned about but did not specifically identify those irrelevant elements. The implications of these findings for research on seductive details and text processing, as well practical applications for the design of reading instruction, are discussed.  相似文献   

16.
  相似文献   

17.
The authors examined whether relevance instructions compensate for differences in verbal ability on measures of reading time, text recall, and sentence recognition. College students (n = 81) with higher and lower verbal ability were assigned randomly to 1 of 2 relevance-instruction conditions before reading a text. They asked participants in each condition to focus on different categories of information within the same text. Relevant information took longer to read and was recalled and recognized better than nonrelevant information. Readers with higher verbal ability read faster and recalled and recognized more information correctly than did those readers with lower verbal ability. Results support the noncompensatory hypothesis, which states that relevance instructions and verbal ability make independent contributions to resource allocation and learning. Readers with lower verbal ability may need additional support even when given prereading relevance instructions.  相似文献   

18.
The purpose of this paper is to present a participatory multimedia learning model that can be used in designing multimedia learning environments that support an active learning process and creative participation. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim of the model is to represent the human information processing system and to support the transformation of free cognitive resources into a germane cognitive load needed for knowledge construction. The paper also elaborates on the results of an empirical study examining the effectiveness of student-generated illustrations. Finnish elementary school students (N = 187) learned about the human immune system by interacting with multimedia learning materials. Students performed better on a retention test when they generated their own illustrations by drawing and when explanations were presented as animations, compared to students who received only textual material or generated illustrations from images offered.  相似文献   

19.
In two experiments it was investigated how drawing as a monitoring task affects self-regulated learning and cognitive load. To this end, participants (Exp. 1: N = 73, Exp. 2: N = 69) were randomly assigned to one of two conditions. In the experimental condition, students were asked to read an expository text on the formation of polar lights consisting of five paragraphs, whereby, after each paragraph, they had to create a drawing of the text's content. In the control condition, students read the same text, but performed no drawing task. In both conditions, students had to give judgments of learning (JoLs) after each paragraph and after reading the whole text as well as rate their cognitive load. Then, they were asked to select paragraphs for restudy. In Experiment 1, participants continued with an assessment of their learning outcomes immediately after their restudy selection, whereas in Experiment 2 they were first given the opportunity to actually restudy the selected paragraphs before working on the posttest. Results of both experiments indicate that JoLs rather than cognitive load predicted posttest performance. Moreover, students in the drawing condition compared with the control condition exhibited more accurate (relative) monitoring in Experiment 1 in that their JoLs were more strongly related to performance. Moreover, JoLs predicted students' restudy decisions in both experiments; however, this effect was by-and-large independent of whether they had to draw. Overall, results hint towards the potential of drawing to support metacognitive monitoring.  相似文献   

20.
The purpose of this study has been to examine the impacts of aesthetic design on learner experience in an e-assessment environment, specifically on cognitive load and task performance. Sixty-six postsecondary students were randomly assigned to one of two aesthetic design configurations of the e-assessment environment: (1) an environment with low consideration to aesthetic design (i.e., designed to provide the utility and usability necessary to complete the tasks), and (2) the same environment (i.e., identical utility, task objectives, and task media) designed with several aesthetic enhancements to heighten the learner experience. Findings suggest that aesthetic design significantly decreased participant cognitive load and increased participant satisfaction, willingness to continue use, voluntary self-assessment time, and task performance. Qualitative data support these findings. The results of this study provide practical insights for designers exploring the valuable relationship between aesthetic design and the learner experience.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号