Developing and evaluating a strategy for learning from animations
Developing and evaluating a strategy for learning from animations
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制定和评估从动画中学习的策略
DOI：
10.1016/j.learninstruc.2009.05.002
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发表时间：
2010
影响因子：
6.2
通讯作者：
B. Metz
中科院分区：
文献类型：
--
作者：
Uwe Kombartzky;R. Ploetzner;Sabine Schlag;B. Metz
基于当前的多媒体学习理论，我们提出了一种从动画中学习的策略。为了评估该策略，进行了两项不同的实验研究。在第一项研究中，22名六年级学生从动画中学习没有策略，而21名学生被鼓励在学习过程中使用所提出的策略，使用的策略没有监测。那些被鼓励利用这种策略的学生比那些没有被要求这样做的学生学得更多。在第二项研究中，三组六年级学生进行了调查。第一组由49名学生组成，他们从没有策略的动画中学习。第二组由52名学生组成，他们被鼓励在学习过程中使用该策略，但没有监测该策略的使用情况。第三组由53名学生组成，他们也被鼓励在学习过程中使用该策略，并对他们使用该策略的情况进行了监测。第二项研究的结果重复了第一项研究的结果。此外，当学生使用学习策略时，学习是最成功的。
Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the first study, 22 sixth graders learned from an animation without the strategy while 21 students were encouraged to make use of the proposed strategy during learning; use of the strategy was not monitored. The students who were encouraged to take advantage of the strategy learned significantly more than the students who were not asked to do so. In the second study, three groups of sixth graders were investigated. The first group consisted of 49 students who learned from an animation without the strategy. The second group consisted of 52 students who were encouraged to make use of the strategy during learning; but use of the strategy was not monitored. The third group consisted of 53 students who were also encouraged to make use of the strategy during learning and their use of the strategy was monitored. The results of the second study replicated the findings of the first study. Furthermore, learning was most successful when the students' use of the learning strategy was monitored.