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Explaining and drawing activities for learning from multimedia: The role of sequencing and scaffolding
Applied Cognitive Psychology ( IF 2.360 ) Pub Date : 2021-09-06 , DOI: 10.1002/acp.3871
Logan Fiorella 1 , Macy Pyres 1 , Robert Hebert 1
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This study tested how different implementations of explaining and drawing activities affect learning from a multimedia science lesson. After studying a multimedia slideshow about the human respiratory system, college students (n = 145) were assigned randomly to one of four learning activity conditions: write explanations before drawing pictures (explain-then-draw group), draw pictures before writing explanations (draw-then-explain group), study provided explanations before drawing pictures (provided explanation-then-draw), or study provided pictures before writing explanations (provided drawing-then-explain). One week following the learning activity, all students completed post-tests of their understanding. Results from the learning activity supported the scaffolding hypothesis: students generated better explanations when they used provided (rather than their own) drawings, and they generated better quality drawings when they used provided (rather than their own) explanations. However, this difference in learning activity performance did not correspond to higher performance on the delayed post-tests. We discuss implications for how to best sequence and scaffold generative activities.

中文翻译:

从多媒体中学习的解释和绘图活动:排序和脚手架的作用

这项研究测试了解释和绘图活动的不同实施如何影响多媒体科学课程的学习。在学习了有关人体呼吸系统的多媒体幻灯片后,大学生 ( n = 145) 被随机分配到四种学习活动条件之一:画图前先写解释(解释再画组),先画图再写解释(画后解释组),研究在画图前提供解释(提供解释然后绘制),或在写解释之前研究提供的图片(提供绘制然后解释)。学习活动一周后,所有学生都完成了对他们理解的后测。学习活动的结果支持脚手架假设:当学生使用提供的(而不是他们自己的)图画时,他们产生了更好的解释,而当他们使用提供的(而不是他们自己的)解释时,他们产生了质量更好的图画。然而,学习活动表现的这种差异并不对应于延迟后测试的更高表现。我们讨论了如何最好地排序和支持生成活动的影响。
更新日期:2021-09-06
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