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Instructional Science - Digital drawing can foster learning, but only if the drawing is of sufficient quality. Hence, the focus of the present study was to investigate whether and how two types of... 相似文献
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Do students learn better with texts that are Open image in new window (i.e., disfluent)? Previous research yielded discrepant findings concerning this question. To clarify these discrepancies, the present study aimed at identifying a boundary condition that determines when disfluent text is, and is not, beneficial to learning. This boundary condition is knowledge about whether a test will follow (high test expectancy) versus not (low test expectancy). Participants with high test expectancy may already engage in effortful processing, so that making text harder-to-read (disfluent) might not change their processing mode any further. Thus, particularly when no test is expected, disfluency is supposed to exert its beneficial effect. This assumption was tested in a 2?×?2 design (N?=?97) with text legibility (fluent vs. disfluent) and test expectancy (low vs. high) as factors, and learning outcomes (retention, transfer) and learning times as main dependent variables. Results revealed that high test expectancy led to better learning outcomes (for retention and transfer), but disfluent text did not. Unlike expected, there was no interaction between the two factors. Moreover, both high test expectancy and disfluency led to longer learning times, resulting in a lower efficiency when learning with disfluent compared to fluent text. Hence, the present results further question the stability and generalizability of a positive disfluency effect on learning, because only high test expectancy – but not disfluency - stimulated better learning through more effortful processing the way it was supposed to. 相似文献
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The staff at a medium-sized urban school district cooperated in a time sampling study to determine actual role functioning as recorded by trained observers. The results generally confirm the findings of self-report studies showing 30–40% of psychologists' time spent in assessment. While the generalizability of these data is limited, the major purpose of the study was to demonstrate efficacious methodology and to serve as a heuristic model for further research. 相似文献
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Kollmer Julia Schleinschok Katrin Scheiter Katharina Eitel Alexander 《Instructional Science》2020,48(5):569-589
Instructional Science - In this study, we investigated whether drawing after learning supports metacognitive monitoring especially when students are supported in their drawing efforts. Therefore,... 相似文献
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