Learning by Doing Versus Learning by Viewing: Three Experimental Comparisons of Learner-Generated Versus Author-Provided Graphic Organizers
Learning by Doing Versus Learning by Viewing: Three Experimental Comparisons of Learner-Generated Versus Author-Provided Graphic Organizers
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边做边学与边看边学：学习者生成的图形组织者与作者提供的图形组织者的三个实验比较
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
R. Mayer
中科院分区：
文献类型：
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作者：
A. Stull;R. Mayer
当学生尝试构建自己的图形组织者（即，边做边学）时，他们是否能比提供图形组织者（即，通过观看来学习）更深入地学习一篇文章？在 3 个实验中，学习者在阅读作者提供的图形组织器的文章后或在被要求构建图形组织器时测试了保留和迁移能力。在实验 1（最高复杂度）中，有 27 个作者提供的图形组织器或用于构建图形组织器的边距空间。在实验2（中等复杂度）中，有18个作者提供的图形组织器或18个相应的图形组织器模板。在实验 3（最低复杂度）中，有 10 个作者提供的图形组织器或 10 个相应的图形组织器模板。转移时，效果大小有利于作者提供的组（实验 1：d 0.24，ns；实验 2：d 0.43，p .05；实验 3：d 0.84，p .01）。在保留方面，没有显着差异。这些结果与认知负荷理论一致，该理论认为过度活动会产生额外的认知负荷，扰乱生成处理。这些结果与活动理论不一致，活动理论认为学生通过实践来学习。
Do students learn more deeply from a passage when they attempt to construct their own graphic organizers (i.e., learning by doing) than when graphic organizers are provided (i.e., learning by viewing)? In 3 experiments, learners were tested on retention and transfer after reading a passage with authorprovided graphic organizers or when asked to construct graphic organizers. In Experiment 1 (highest complexity), there were 27 author-provided graphic organizers or margin space for constructing graphic organizers. In Experiment 2 (intermediate complexity), there were 18 author-provided graphic organizers or 18 corresponding graphic organizer templates. In Experiment 3 (lowest complexity), there were 10 author-provided graphic organizers or 10 corresponding graphic organizer templates. On transfer, the effect size favored the author-provided group (Experiment 1: d 0.24, ns; Experiment 2: d 0.43, p .05; Experiment 3: d 0.84, p .01). On retention, there were no significant differences. These results are consistent with cognitive load theory, which posits that excessive activity can create extraneous cognitive load, disrupting generative processing. These results are not consistent with activity theory, which posits that students learn by doing.