Effects of instructor-provided visuals on learner-generated explanations
Effects of instructor-provided visuals on learner-generated explanations
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教师提供的视觉效果对学习者生成的解释的影响
DOI：
10.1080/01443410.2022.2117276
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发表时间：
2022
影响因子：
3.2
通讯作者：
Logan Fiorella
中科院分区：
文献类型：
--
作者：
Shelbi L. Kuhlmann;Logan Fiorella
摘要本研究探讨了不同类型的教学视觉知识地图和图形提示，鼓励学生在学习过程中专注于特定类型的概念关系。本科生（n = 134）研究了一个文本的教训，对人类神经系统的陪同地图（文本与地图组），插图（文本与插图组），或没有视觉效果（纯文本组）。然后，所有学生口头解释他们所学到的东西，就像他们在教同龄人一样。文本与地图组生成更多的层次关系比其他两个组，和两个视觉组生成更多的时间关系比纯文本组。这两组在产生的结构关系的数量上没有显着差异。在随后的后测试中，只有文本与地图组显著优于纯文本组，两个视觉组之间没有显著差异。这些发现强调了不同的视觉效果如何影响学生在学习同一文本时所关注的关系类型。
Abstract This study explored whether different types of instructional visuals—knowledge maps and pictorial illustrations—encourage students to focus on specific types of conceptual relationships during learning. Undergraduates (n = 134) studied a text lesson on the human nervous system accompanied by maps (text-with-maps group), illustrations (text-with-illustrations group), or no visuals (text-only group). Then all students orally explained what they learned as if they were teaching a peer. The text-with-maps group generated more hierarchical relationships than the other two groups, and both visual groups generated more temporal relationships than the text-only group. The groups did not significantly differ in the number of structural relationships generated. On a subsequent post-test, only the text-with-maps group significantly outperformed the text-only group, and the two visual groups did not significantly differ from each other. These findings highlight how different visuals affect the types of relationships students focus on when learning from the same text.
影响因子：
2.4
作者：
Fiorella, Logan;Pyres, Macy;Hebert, Robert
通讯作者：
Hebert, Robert