Effects of creating video-based modeling examples on learning and transfer
Effects of creating video-based modeling examples on learning and transfer
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DOI：
10.1016/j.learninstruc.2014.04.005
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发表时间：
2014-10-01
影响因子：
6.2
通讯作者：
van Gog, Tamara
中科院分区：
文献类型：
--
作者：
Hoogerheide, Vincent;Loyens, Sofie M. M.;van Gog, Tamara
两个实验研究了作为一个基于视频的建模示例的同伴模型，这需要研究一个文本，意图向他人解释它，然后实际上在视频上解释它，是否会促进学习和迁移。在这两个实验中，新手被要求学习一篇课文，要么是为了能够完成一个测试（条件A），要么是为了能够向其他人解释内容（条件B和C）。此外，条件C的学生实际上必须通过创建网络摄像头视频来解释文本。在实验1中（N = 76名中等教育学生），学习意图对学习成绩没有影响（A = B），但在视频创作过程中进行解释显著促进了迁移成绩（C> B; C> A）。在实验二（N = 95名大学生）中，学习意图确实对学习成绩有影响（C> A; B> A），但只有实际视频创作对迁移成绩有显著促进作用（C> A）。(C)2014爱思唯尔有限公司版权所有。
Two experiments investigated whether acting as a peer model for a video-based modeling example, which entails studying a text with the intention to explain it to others and then actually explaining it on video, would foster learning and transfer. In both experiments, novices were instructed to study a text, either with the intention of being able to complete a test (condition A), or being able to explain the content to others (condition B and C). Moreover, students in condition C actually had to explain the text by creating a webcam-video. In Experiment 1 (N = 76 secondary education students) there was no effect of study intention on learning (A = B), but explaining during video creation significantly fostered transfer performance (C> B; C > A). In Experiment 2 (N = 95 university students), study intention did have an effect on learning (C > A; B > A), but only actual video creation significantly fostered transfer performance (C > A). (C) 2014 Elsevier Ltd. All rights reserved.