Students learn more with less text that covers the same core topics
Students learn more with less text that covers the same core topics
复制标题
学生用更少的文本学到更多涵盖相同核心主题的内容
DOI：
10.1109/fie.2015.7344322
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Roman L. Lysecky
中科院分区：
文献类型：
--
作者：
Alex D. Edgcomb;F. Vahid;Roman L. Lysecky
对于技术主题的教科书，通常使用的文本量超过许多大学生的阅读量。一些教师观察到，学生报告说，学生通常略读这样的文本。因此，积极减少文本同时仍然教授核心技术主题的写作风格可以提高学生的学习;如果文本足够短，学生可以更仔细地阅读和研究文本。本研究的目的是比较文本数量对学习量的影响。我们创建和比较了内容样式，使用了一个教授Google搜索技术的课程。两种主要的内容样式是普通文本和最小文本。正常的文本风格包括6-12个句子，然后是1-3个例子。最小的文本风格包括1-2个句子，然后是1-3个例子。我们进行了一项随机对照研究，168名参与者参加了大学水平的计算机导论课程的非计算专业。每个参与者被随机分配一种课程风格。我曾在《易经》中，以十卦为卦，以十卦为卦，以十卦为卦。此外，参与者还完成了背景调查和后续调查。这项研究是课程家庭作业的一部分，所以自我选择的偏差是有限的。该课程主要由非专业人员参加，涵盖了Word，Excel和HTML的基础知识。进步分数是参与者的课后分数减去课前测验分数。最小文本的平均改善分数为2.4（6.5 - 4.1），高于（p值<0.01）正常文本的平均改善分数1.1（5.1 - 4.0）。因此，用更少的文本教授同一主题会导致更多的学习。结论是，材料不应该被淡化，而是应该非常注意使用最少的文本，同时教授相同的核心主题。
For textbooks on technical topics, the typical amount of text used is more than what many college students will read. Some teachers observe, and students report, that students commonly skim such text. As such, a writing style that aggressively minimizes text while still teaching the core technical topic may improve student learning; if text is short enough, students may then read and study the text more carefully. The objective of this study was to compare the effect of text quantity on amount learned. We created and compared content styles using a lesson that taught Google search techniques. The two main content styles were normal text and minimal text. The normal text style included 6-12 sentences followed by 1-3 examples. The minimal text style included 1-2 sentences followed by 1-3 examples. We conducted a randomized control study with 168 participants enrolled in a college-level Introduction to Computing course for non-computing majors. Each participant was randomly assigned one lesson style. We provided a pre-lesson and post-lesson quiz, each with ten questions. Additionally, the participants completed background and follow-up surveys. The study was part of a course homework assignment, so self-selection bias was limited. The course is primarily taken by non-majors and covers the basics of Word, Excel, and HTML. An improvement score is a participant's post-lesson minus pre-lesson quiz scores. The average improvement score for minimal text was 2.4 (6.5 - 4.1), which is higher (p-value <; 0.01) than the average improvement score for normal text of 1.1 (5.1 - 4.0). Thus, teaching the same topic using less text led to more learning. The conclusion is not that materials should be watered down, but rather that great attention should be paid to using minimal text while teaching the same core topics.