Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis
Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis
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DOI：
10.1007/s10648-019-09469-1
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发表时间：
2019-06-01
影响因子：
10.1
通讯作者：
Paas, Fred
中科院分区：
文献类型：
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作者：
Castro-Alonso, Juan C.;Wong, Mona;Paas, Fred
比较动态可视化与静态可视化的教学效果的研究产生了不同的结果。在这项工作中，我们调查了这些研究的参与者样本中的性别失衡是否可能导致了混合结果。我们对随机实验进行了荟萃分析，其中将通过动态可视化学习的学生组与接受静态可视化的学生组进行比较。我们的样本重点关注可归类为生物学次要任务（科学、技术、工程和数学：STEM）或生物学主要任务（操作程序）的任务。对 46 项研究（82 项效应大小和 5474 名参与者）的荟萃分析揭示了总体小规模效应 (g+=0.23)，表明动态可视化比静态可视化更有效。关于潜在的调节者，我们观察到性别具有影响力：动态可视化对于女性较少和男性较多的样本更有效（g+=0.36）。我们还观察到教育水平、学习领域、媒体比较和报告可靠性措施调节了结果。我们的结论是，由于许多可视化研究使用了性别不平衡的样本，这可能是解释为什么教学动态和静态可视化的有效性似乎有所不同的一个重要因素。我们的研究结果还支持在认知负荷理论和教学可视化研究中考虑性别变量。
Studies comparing the instructional effectiveness of dynamic versus static visualizations have produced mixed results. In this work, we investigated whether gender imbalance in the participant samples of these studies may have contributed to the mixed results. We conducted a meta-analysis of randomized experiments in which groups of students learning through dynamic visualizations were compared to groups receiving static visualizations. Our sample focused on tasks that could be categorized as either biologically secondary tasks (science, technology, engineering, and mathematics: STEM) or biologically primary tasks (manipulative-procedural). The meta-analysis of 46 studies (82 effect sizes and 5474 participants) revealed an overall small-sized effect (g+=0.23) showing that dynamic visualizations were more effective than static visualizations. Regarding potential moderators, we observed that gender was influential: the dynamic visualizations were more effective on samples with less females and more males (g+=0.36). We also observed that educational level, learning domain, media compared, and reporting reliability measures moderated the results. We concluded that because many visualization studies have used samples with a gender imbalance, this may be a significant factor in explaining why instructional dynamic and static visualizations seem to vary in their effectiveness. Our findings also support considering the gender variable in research about cognitive load theory and instructional visualizations.