Multimedia learning in social sciences: limitations of external graphical representations
Multimedia learning in social sciences: limitations of external graphical representations
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社会科学中的多媒体学习：外部图形表示的局限性
DOI：
10.1016/j.chb.2004.10.030
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发表时间：
2005
影响因子：
9.9
通讯作者：
P. Kirschner
中科院分区：
文献类型：
--
作者：
K. D. Westelinck;M. Valcke;B. Craene;P. Kirschner
在一系列的六个实验研究，每个由三个子研究，中心问题是研究是否增加外部图形表示印刷或电子学习材料提高保留和迁移分数。这些研究探讨了Mayer的多媒体学习认知理论（CTML）对社会科学知识领域的推广程度。研究假设建立在这样一个假设之上，即这个知识领域的不同之处在于教学设计者能够开发出足够的连续性外部图形表示。早期的CTML研究主要是在自然科学领域进行的，其中图形表示在本质上是连续的，并且/或者可以从现有的或获得的图标符号系统开发表示。结果表明，替代的指导方针可能需要考虑学习者学习的材料与外部图形表示，反映低水平的充实，并没有建立在一个标志性的标志系统以前掌握或获得的学习者。研究结果表明，学习这种类型的表征不会导致更高的测试成绩，也不会导致更低的心理负荷水平。
In a series of six experimental studies, each consisting of three sub-studies, the central question was researched whether adding external graphical representations to printed or electronic learning materials improves retention and transfer scores. These studies research the degree of generalizability of Mayer’s cognitive theory of multimedia learning (CTML) to the knowledge domain of the social sciences. The research hypotheses build on the assumption that this knowledge domain differs in the way instructional designers are able to develop adequate depictive external graphical representations. Earlier CTML-research was mostly carried out in the field of the natural sciences, where graphical representations are depictive in nature and/or where representations can be developed from existing or acquired iconic sign systems. The results indicate that alternative guidelines might need to be considered when learners study learning materials with external graphical representations that reflect low levels of repleteness and do not build on an iconic sign system previously mastered or acquired by the learners. The research results reveal that studying this type of representation does not result in higher test performance and does not result in lower levels of mental load.