Exploring the Presentation and Format of Help in a Computer-Based Electrical Engineering Learning Environment [Konferenzbericht] 27th, Chicago, IL, October 19-23, 2004.

Autor/inn/en	Reisslein, Jana; Atkinson, Robert K.; Reisslein, Martin
Institution	Association for Educational Communications and Technology, Washington, DC.
Titel	Exploring the Presentation and Format of Help in a Computer-Based Electrical Engineering Learning Environment [Konferenzbericht] 27th, Chicago, IL, October 19-23, 2004.
Quelle	(2004), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Engineering; Computer Assisted Instruction; Problem Solving; Cues; High School Students; Pictorial Stimuli; Student Attitudes; Student Motivation + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Maschinenbau; Computer based training; Computerunterstützter Unterricht; Problemlösen; Stichwort; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fantasieanregung; Schülerverhalten; Schulische Motivation
Abstract	This study investigated whether it was more beneficial to provide the learners in computer-based learning environments access to on demand (self-regulated) help after they committed an error in problem solving or for the learning environment to externally regulate the presentation of instructional help. Furthermore, two different resentational formats textual and pictorial of instructional prompts were examined. This study was conducted with a computer-based learning environment that introduced high school students without any prior content-specific knowledge to the principles of parallel and series electrical circuit analysis. We found that textual prompts facilitated problem solving statistically significantly better than pictorial prompts. Moreover, the learners provided with externally regulated prompts reported statistically significantly more positive attitudes toward the prompts than learners in the self-regulated conditions. Finally, the continuing motivation was statistically significantly stronger in learners who viewed textual prompts than in their counterparts in the pictorial prompt groups. (Author).
Anmerkungen	Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: aect@aect.org; Web site: http://www.aect.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10