When do diagrams enhance learning? A framework for designing relevant representations
When do diagrams enhance learning? A framework for designing relevant representations
复制标题
图表什么时候可以增强学习效果？
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
K. Koedinger
中科院分区：
文献类型：
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作者：
Jodi L. Davenport;D. Yaron;D. Klahr;K. Koedinger
尽管许多研究表明，当教学中包含图表时，学习效果会很大，但图表并不总是导致改进的结果。教学设计师如何知道一个给定的图表是否会促进学习？我们已经开发了一个框架，在特定的学习情况下，影响图表有效性的三个因素：学习目标，视觉表现的设计和学习者的认知加工。在一项对大学化学课进行的随机设计研究中，我们发现，与传统教学相比，包含基于该框架创建的图表的教学能提高学生在开放式迁移项目上的表现，尤其是对表现不佳的学生。我们提出一个基于概念的多媒体学习认知理论，其中包括概念工作记忆成分，可以解释为什么图表的有效性在很大程度上取决于学习者的先验知识以及表征中可用的概念信息。
Although many studies demonstrate large learning gains when instruction includes diagrams, diagrams do not always lead to improved outcomes. How can instructional designers know whether a given diagram will enhance learning? We have developed a framework of three factors that influence the effectiveness of a diagram in a particular learning situation: the learning objective, the design of the visual representation and the cognitive processing of the learner. In a randomized-design study conducted in a college chemistry class, we found that instruction that included diagrams created with this framework led to enhanced performance on open-ended transfer items compared to traditional instruction, particularly for low-performing students. We propose that a concept-based cognitive theory of multimedia learning that includes a conceptual working memory component may explain why the efficacy of diagrams depends heavily on the prior knowledge of the learner as well as the conceptual information available in the representation.
DOI：
10.1016/s0926-6410(00)00024-0
发表时间：
2000-09-01
期刊：
COGNITIVE BRAIN RESEARCH
影响因子：
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作者：
Foxe, JJ;Morocz, IA;Schroeder, CE
通讯作者：
Schroeder, CE