Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations
Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations
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DOI：
10.1016/j.compedu.2010.02.027
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发表时间：
2010-09-01
影响因子：
12
通讯作者：
Paas, Fred
中科院分区：
文献类型：
--
作者：
de Koning, Bjorn B.;Tabbers, Huib K.;Paas, Fred
本研究探讨了学习者是否构建更准确的心理表征，从动画时，教学解释通过叙述提供比当学习者试图推断功能关系，通过自我解释的动画。此外，通过提示的注意引导的效果进行了研究。心理学专业的学生进行了保留，推理和转移测试后，学习的心血管系统与学习者产生的自我解释或外部提供的指导性解释的线索或无线索的动画。结果表明，提示动画比非提示动画更有效。此外，保留和迁移的结果表明，自我解释和提供指导性解释之间没有差异，但伴随动画的指导性解释导致更高的推理分数。它的结论是，是否产生或提出解释可能是不太重要的线索，使重点处理所提出的或生产的解释提供。(C)2010爱思唯尔有限公司版权所有。
This study investigated whether learners construct more accurate mental representations from animations when instructional explanations are provided via narration than when learners attempt to infer functional relations from the animation through self-explaining. Also effects of attention guidance by means of cueing are investigated. Psychology students were given retention, inference, and transfer tests after studying a cued or an uncued animation of the cardiovascular system with learner-generated self-explanations or with externally provided instructional explanations. Results indicated that cued animations were more effective than uncued animations. Furthermore, results on retention and transfer indicated no differences between self-explaining and providing instructional explanations, but instructional explanations accompanying animations led to higher inference scores. It is concluded that whether explanations are generated or presented may be less important than the provision of cues that enable focused processing of presented or produced explanations. (C) 2010 Elsevier Ltd. All rights reserved.