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Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis
Educational Psychology Review ( IF 10.1 ) Pub Date : 2022-01-07 , DOI: 10.1007/s10648-021-09654-1
Héctor R. Ponce 1 , Richard E. Mayer 2 , Ester E. Méndez 3
Affiliation  

The present study examines the existing published research about the effectiveness of learner-generated highlighting and instructor-provided highlighting on learning from text. A meta-analysis was conducted of scientifically rigorous experiments comparing the learning outcomes (i.e., performance on memory and/or comprehension tests) of students (i.e., college students and/or K-12 students) who read an academic text with or without being asked to highlight important material (i.e., with or without learner-generated highlighting) or who read an academic text with or without the important material already being highlighted (i.e., with or without instructor-provided highlighting). We found 36 published articles that met these criteria ranging from the years 1938 to 2019, which generated 85 effect sizes. The results showed that learner-generated highlighting improved memory but not comprehension, with average effect sizes of 0.36 and 0.20, respectively; and instructor-provided highlighting improved both memory and comprehension, both with an average effect size of 0.44. Learner-generated highlighting improved learning for college students but not for school students, with average effect sizes of 0.39 and 0.24, respectively; and instructor-provided highlighting improved learning for both college and school students, with average effect sizes of 0.41 and 0.48, respectively. We discuss the theoretical and practical implications of these findings.



中文翻译:

学习者生成的突出显示和教师提供的突出显示对文本学习的影响:元分析

本研究检验了现有已发表的关于学习者生成的突出显示和教师提供的突出显示对文本学习的有效性的研究。对科学严谨的实验进行了荟萃分析,比较了学生(即大学生和/或 K-12 学生)的学习成果(即记忆和/或理解测试的表现),他们阅读了有或没有阅读学术文本的学生被要求突出显示重要材料(即,有或没有学习者生成的突出显示)或阅读学术文本,无论是否突出显示已经突出显示的重要材料(即,有或没有教师提供的突出显示)。我们从 1938 年到 2019 年发现了 36 篇符合这些标准的已发表文章,产生了 85 个效应量。结果表明,学习者生成的突出显示提高了记忆力,但没有提高理解力,平均效果大小分别为 0.36 和 0.20;教师提供的突出显示提高了记忆力和理解力,平均效果大小均为 0.44。学习者生成的突出显示改善了大学生的学习,但对中学生没有,平均效应大小分别为 0.39 和 0.24;和教师提供的强调改善了大学生和中学生的学习,平均效应大小分别为 0.41 和 0.48。我们讨论了这些发现的理论和实践意义。两者的平均效应大小为 0.44。学习者生成的突出显示改善了大学生的学习,但对中学生没有,平均效应大小分别为 0.39 和 0.24;和教师提供的强调改善了大学生和中学生的学习,平均效应大小分别为 0.41 和 0.48。我们讨论了这些发现的理论和实践意义。两者的平均效应大小为 0.44。学习者生成的突出显示改善了大学生的学习,但对中学生没有,平均效应大小分别为 0.39 和 0.24;和教师提供的强调改善了大学生和中学生的学习,平均效应大小分别为 0.41 和 0.48。我们讨论了这些发现的理论和实践意义。

更新日期:2022-01-08
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