Learning by explaining after pauses in video lectures: Are provided visuals a scaffold or a crutch?
Learning by explaining after pauses in video lectures: Are provided visuals a scaffold or a crutch?
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通过在视频讲座暂停后解释来学习：所提供的视觉效果是脚手架还是拐杖？
DOI：
10.1002/acp.3994
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发表时间：
2022
影响因子：
2.4
通讯作者：
Fiorella, Logan
中科院分区：
文献类型：
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作者：
Fiorella, Logan
在视频讲座中停顿后进行解释可能是一种有效的学习活动，但学生需要支持才能进行全面的解释。本研究测试了是否提供学生访问的可视化从视频增强解释的全面性和迁移性能。本科生（n= 112）观看了关于人类肾脏的5部分课程，包括解释和绘图。在每个部分之后，学生在没有访问视频信息的情况下（解释组）或访问视频中的可视化（解释可视化组）输入解释，或者他们研究视频中的可视化和转录（重新学习组）。解释组的学生在迁移测试中的表现显著优于再学习组（d= 0.47）。解释视觉组在学习过程中产生的解释比解释组更全面（d= 0.54），但这并没有导致在随后的迁移测试中表现更好（d= 0.09），这表明视觉可能更像是一个拐杖而不是支架。
Explaining after pauses in a video lecture can be an effective learning activity, yet students need support to generate comprehensive explanations. This study tested whether providing students access to the visualizations from the video enhances explanation comprehensiveness and transfer performance. Undergraduates (n= 112) watched a 5‐part lesson on the human kidney consisting of explanations and drawings. After each part, students typed an explanation without access to information from the video (explain group) or with access to the visualizations from the video (explain‐visuals group), or they studied the visualizations and transcript from the video (restudy group). Students who explained significantly outperformed the restudy group on the transfer test (d= .47).The explain‐visuals group generated significantly more comprehensive explanations during learning than the explain group (d= .54),but this did not result in significantly better performance on the subsequent transfer test (d= .09),suggesting the visuals may have served as a crutch more than a scaffold.