Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge.
An experiment examined the effects of visual signalling to relevant information in multiple external representations and the visual presence of an animated pedagogical agent ( APA). Students learned electric circuit analysis using a computer-based learning environment that included Cartesian graphs,...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 2; pp. 97 - 116 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103767744&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103767744 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2015 vid: 31 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103767744 101349273 10.1111/jcal.12078 103767744 ppf: 97 ppct: 19 formats: tig: atl: Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge. aug: au: Johnson, A.M. Ozogul, G. Reisslein, M. affil: College of Technology and Innovation, Department of Engineering, Arizona State University sug: subj: Multimedia Methods Motion Pictures Utilization Computer-Assisted Instruction Evaluation Human Pretest-Posttest Design Outcomes of Education Random Assignment Students, Middle School Southwestern United States Male Female Child Adolescence Questionnaires Computer Simulation Descriptive Statistics Data Analysis Software Summated Rating Scaling Interrater Reliability Funding Source Child: 6-12 years Adolescent: 13-18 years Male Female ab: An experiment examined the effects of visual signalling to relevant information in multiple external representations and the visual presence of an animated pedagogical agent ( APA). Students learned electric circuit analysis using a computer-based learning environment that included Cartesian graphs, equations and electric circuit diagrams. The experiment was a 2 (visual signalling, no visual signalling) × 2 (visual APA presence, no visual APA presence) between-subjects design, resulting in four experimental conditions: visual signalling with APA presence ( APA + S), visual signalling without APA presence ( S), no visual signalling with APA presence ( APA) and no visual signalling without APA presence ( C). Signalling was provided via gestures of the APA in the APA + S condition and via dynamic arrows in the S condition. To investigate potential moderating effects of prior knowledge on APA presence and visual signalling factors, middle school students were grouped into low prior knowledge ( LPK) and high prior knowledge ( HPK) groups using scores on a domain pre-test. Results revealed that LPK students had higher post-test scores after learning with visual signalling, resulting in equivalent post-test performance to their HPK counterparts. LPK students also had higher post-test scores, higher ratings of graphics understanding and lower perceived difficulty ratings in conditions that included the visual image of the APA. Conversely, HPK students had better post-test scores after learning without the APA. These results indicate that the effectiveness of visual signalling techniques and the visual presence of an APA is dependent on learner characteristics, including prior domain knowledge. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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