Enhancing Learning from Different Visualizations by Self-Explanation Prompts

Autor/inn/en	Lin, Lijia; Atkinson, Robert K.
Titel	Enhancing Learning from Different Visualizations by Self-Explanation Prompts
Quelle	In: Journal of Educational Computing Research, 49 (2013) 1, S.83-110 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.49.1.d
Schlagwörter	Educational Experiments; Visualization; Prompting; Human Body; College Students; Computer Literacy; Multimedia Instruction; Factor Analysis; Outcomes of Education; Replication (Evaluation); Interaction; Time Factors (Learning); Goal Orientation; Instructional Design; Learning Strategies; Hypothesis Testing; Pretests Posttests; Cognitive Processes; Difficulty Level; Computer Assisted Instruction; Coding; Statistical Analysis; Prior Learning; Multivariate Analysis; Likert Scales + Suchen Sie Ihr Suchwort? Schulversuch; Visualisation; Visualisierung; Benutzerführung; Menschlicher Körper; Collegestudent; Computerkenntnisse; Multimediales Lernen; Faktorenanalyse; Lernleistung; Schulerfolg; Interaktion; Zielorientierung; Zielvorstellung; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hypothesenprüfung; Hypothesentest; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Computer based training; Computerunterstützter Unterricht; Codierung; Programmierung; Statistische Analyse; Vorkenntnisse; Multivariate Analyse; Likert-Skala
Abstract	The purpose of the two experiments was to investigate the potential effects of different types of visualizations and self-explanation prompts on learning human cardiovascular system in a multimedia environment. In Experiments 1 and 2, 70 and 44 college students were randomly assigned to one of the four conditions in a 2 × 2 factorial design with visualization type (animated vs. static) and prompting self-explanations (prompts vs. none) as the between subjects factors. The results of Experiment 1 revealed a positive effect of prompts on learning outcomes. Experiment 2, in which the no-prompts conditions were re-designed, partially replicated the results of Experiment 1. In addition, it revealed a significant interaction between the two factors on learning time, learning outcomes, and goal-driven self-explanations. The results of both experiments suggest that instructional designers should pay attention to learners' cognitive aspects, and utilize the combination of animated visualizations and self-explanation prompts when designing multimedia environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01