Explaining and drawing activities for learning from multimedia: The role of sequencing and scaffolding
Explaining and drawing activities for learning from multimedia: The role of sequencing and scaffolding
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DOI：
10.1002/acp.3871
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发表时间：
2021-10-08
影响因子：
2.4
通讯作者：
Hebert, Robert
中科院分区：
文献类型：
--
作者：
Fiorella, Logan;Pyres, Macy;Hebert, Robert
本研究旨在探讨多媒体科学课程中，不同的解说与绘图活动如何影响学生的学习。在研究了一个关于人类呼吸系统的多媒体幻灯片后，大学生（n = 145）被随机分配到四个学习活动条件之一：先写说明再画图（先讲解后画图组），先画图再写讲解（先画后解释组），研究者在画图前提供解释（先解释再画图），或先研究提供的图片再写解释（先画图再解释）。学习活动一周后，所有学生都完成了对他们理解的后测试。从学习活动的结果支持脚手架的假设：学生产生更好的解释时，他们使用提供（而不是自己的）图纸，他们产生更好的质量图纸时，他们使用提供（而不是自己的）解释。然而，这种差异在学习活动的表现并不对应于更高的性能上的延迟后测试。我们讨论了如何最好的序列和支架生成活动的影响。
This study tested how different implementations of explaining and drawing activities affect learning from a multimedia science lesson. After studying a multimedia slideshow about the human respiratory system, college students (n = 145) were assigned randomly to one of four learning activity conditions: write explanations before drawing pictures (explain-then-draw group), draw pictures before writing explanations (draw-then-explain group), study provided explanations before drawing pictures (provided explanation-then-draw), or study provided pictures before writing explanations (provided drawing-then-explain). One week following the learning activity, all students completed post-tests of their understanding. Results from the learning activity supported the scaffolding hypothesis: students generated better explanations when they used provided (rather than their own) drawings, and they generated better quality drawings when they used provided (rather than their own) explanations. However, this difference in learning activity performance did not correspond to higher performance on the delayed post-tests. We discuss implications for how to best sequence and scaffold generative activities.