Learning from Narrated Animations with Different Support Procedures: Working Memory Capacity Matters
Learning from Narrated Animations with Different Support Procedures: Working Memory Capacity Matters
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DOI：
10.1002/acp.2884
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发表时间：
2012-11
影响因子：
2.4
通讯作者：
I. Skuballa;Rolf Schwonke;A. Renkl
中科院分区：
文献类型：
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作者：
I. Skuballa;Rolf Schwonke;A. Renkl
摘要本实验测试了提示(聚光灯)和叙述性动画中的口头指令对学习结果的影响，以及工作记忆容量(WMC)的潜在调节作用。我们发现，聚光灯组比不支持组(控制组)在叙述的焦点部分停留的时间更长。尽管经历的困难程度更高，但没有支持的小组有更高的学习结果。更重要的是，我们发现了一种能力-治疗交互作用：WMC低的学生受到口头指导的阻碍，而WMC高的学生受到聚光灯的阻碍。调解分析表明，聚光灯增加了对促进学习结果的叙述重点的关注，但并没有带来更好的学习结果。我们的发现表明，对动画支持程序的进一步研究应该(I)考虑WMC，(Ii)考虑可能的负面副作用，以及(Iii)解决调节效果的过程。版权所有©2012 John Wiley&Sons，Ltd.
Summary The present experiment tested the effects of cueing (spotlights) and of verbal instructions in narrated animations on learning outcomes as well as potential moderator effects of working memory capacity (WMC). We found that the spotlight group dwelled longer on parts that were in the focus of the narration than a no-support group (control group). Despite higher levels of experienced difficulties, the no-support group had higher learning outcomes. More importantly, we found an aptitude–treatment interaction: Students with low WMC were impeded by verbal instruction, whereas students with high WMC were impeded by spotlights. Mediation analyses showed that spotlights increased attention to the focus of the narration that fostered learning outcomes but did not lead to better learning outcomes. Our findings suggest that further research on support procedures for animations should (i) take WMC into account, (ii) consider possible negative side effects, and (iii) address processes that mediate the effects. Copyright © 2012 John Wiley & Sons, Ltd.