Strategic learning from expository animations: Short- and mid-term effects
Strategic learning from expository animations: Short- and mid-term effects
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从说明性动画中进行战略学习：短期和中期效果
DOI：
10.1016/j.compedu.2013.07.013
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Schlag
中科院分区：
文献类型：
--
作者：
Plötzner;Schlag
在一项实验研究中，我们调查了使用认知学习策略是否（1）改善了对不同说明性动画的学习，（2）获得了学习期之外可用的知识，以及（3）对认知能力低和高的学生同样有好处。共有 152 名六年级学生参与了这项研究：69 名学生通过动画学习了蜜蜂的舞蹈，83 名学生通过动画学习了航海。对于这两个动画，使用学习策略的学生明显优于必须写总结的学生。效果大小为中等到大。学习策略的有益效果也在学习一周后得到验证。这项研究的结果并不支持认知能力低和高的学生从该策略中受益不同的假设。
In an experimental study, we investigated whether making use of a cognitive learning strategy (1) improves learning from different expository animations, (2) leads to an acquisition of knowledge which is available beyond the learning period, and (3) equally benefits students with low and high cognitive ability alike. A total of 152 sixth graders participated in the study: 69 students learned from an animation about the dances of honeybees and 83 students learned from an animation about sailing. With respect to both animations, the students who made use of the learning strategy significantly outperformed the students who had to write a summary. Effect sizes are medium to large. The beneficial effects of the learning strategy were also verified one week after the learning took place. The results of this study do not support the assumption that students with low and high cognitive ability benefit differently from the strategy.
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影响因子：
6.2
作者：
Uwe Kombartzky;R. Ploetzner;Sabine Schlag;B. Metz
通讯作者：
B. Metz
影响因子：
6.2
作者：
Ainsworth, Shaaron
通讯作者：
Ainsworth, Shaaron
DOI：
10.4324/9780203053690-8
发表时间：
1984
期刊：
Comput. Hum. Behav.
影响因子：
--
作者：
F. Marton;D. Hounsell;N. Entwistle
通讯作者：
N. Entwistle
自行生成的绘图，用于支持复杂动画的理解
影响因子：
10.3
作者：
L. Mason;Richard K. Lowe;Maria Caterina Tornatora
通讯作者：
Maria Caterina Tornatora
影响因子：
3.3
作者：
Hegarty, M;Kriz, S;Cate, C
通讯作者：
Cate, C