Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.
Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.
复制标题
利用空间连续性和信号来优化学生书面解释的视觉反馈。
DOI：
10.1037/edu0000607
复制
发表时间：
2020
影响因子：
4.9
通讯作者：
M. Nückles
中科院分区：
文献类型：
--
作者：
Chris Burkhart;A. Lachner;M. Nückles
撰写连贯的文本是一项至关重要但具有挑战性的技能。最近，认知工具，为学生提供了一个图形表示的文本在概念图的形式已被证明是支持学生的写作。尽管它的有益效果，图形表示的添加可能有缺点，学生必须处理多个孤立的表示（即，文本，图形），这可能会增加认知负荷。运用多媒体学习的原理，在两个实验中，我们研究了是否interrepresentational信号和空间邻近性会有学生随后的写作成绩和图形反馈的加工差异的影响。在实验1中，学生写了一个暂时的文本，要么收到传统的概念图反馈，对应增强的概念图反馈与interrepresentational信号，空间连续的反馈，或没有反馈文本修订。关于地方凝聚力，我们发现，学生受益最多时，他们收到空间上连续的反馈。实际上，加强对应的概念图反馈对提高全球凝聚力最为有效。在实验二中，我们通过眼动追踪的方法考察了在使用对应增强的概念图反馈和传统的概念图反馈时的注意过程。学生接收通信增强概念图反馈的概念图上的固定时间更长，他们的文本和概念图之间的过渡，更有效地提高他们的文本的全球凝聚力比学生接收概念图没有信号。研究结果表明，表征间信号和空间邻近性对学生写作的贡献存在差异。因此，选择适当的教学支持形式对学生的写作起着至关重要的作用。（PsycInfo数据库记录（c）2021阿帕，保留所有权利）
Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students’ writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (ie, text, graphic), which may increase cognitive load. By applying principles of multimedia learning, in two experiments, we investigated whether interrepresentational signaling and spatial contiguity would have differential effects on students’ subsequent writing performance and on the processing of the graphical feedback. In Experiment 1, students wrote an expository text and either received conventional concept-map feedback, correspondence-enhanced concept-map feedback with interrepresentational signaling, spatially contiguous feedback, or no feedback during text revision. Regarding local cohesion, we found that students profited most when they received spatially contiguous feedback. Contrarily, correspondence-enhanced concept-map feedback was most effective for improving global cohesion. In Experiment 2, we examined the attentional processes while using correspondence-enhanced concept-map feedback versus conventional concept-map feedback by means of eye-tracking. Students receiving correspondence-enhanced concept-map feedback had longer fixation times on the concept-maps, more transitions between their text and the concept-map and were more efficient in improving their text for global cohesion than students receiving concept-maps without signaling. The findings suggest that interrepresentational signaling and spatial contiguity differentially contributed to students’ writing. Therefore, choosing the adequate format of instructional support plays a critical role in scaffolding students’ writing.(PsycInfo Database Record (c) 2021 APA, all rights reserved)
影响因子：
6.2
作者：
Scheiter, Katharina;Eitel, Alexander
通讯作者：
Eitel, Alexander