The effects of directive self-explanation prompts to support active processing of multiple representations in a simulation-based learning environment.
Processing of multiple representations in multimedia learning environments is considered to help learners obtain a more complete overview of the domain and gain deeper knowledge. This is based on the idea that relating and translating different representations leads to reflection beyond the boundari...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 5; pp. 411 - 424 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2011
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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=104685151&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104685151 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2011 vid: 27 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104685151 65381979 10.1111/j.1365-2729.2011.00411.x 104685151 ppf: 411 ppct: 13 formats: tig: atl: The effects of directive self-explanation prompts to support active processing of multiple representations in a simulation-based learning environment. aug: au: van der Meij, J. de Jong, T. affil: Department of Instructional Technology, Faculty of Behavioural Sciences, University of Twente, Enschede, the Netherlands sug: subj: Educational Technology Learning Methods Computer Simulation Utilization Computer-Assisted Instruction Human Male Female Adolescence Students, High School Netherlands Physics Pretest-Posttest Design Questionnaires Repeated Measures Analysis of Variance Analysis of Covariance Adolescent: 13-18 years Male Female ab: Processing of multiple representations in multimedia learning environments is considered to help learners obtain a more complete overview of the domain and gain deeper knowledge. This is based on the idea that relating and translating different representations leads to reflection beyond the boundaries and details of the separate representations. To achieve this, the design of a learning environment should support learners in adequately processing multiple representations. In this study, we compared a scientific inquiry learning environment providing instructional support with directive self-explanation prompts to relate and translate between representations with a scientific inquiry learning environment providing instructional support with general self-explanation prompts. Learners who received the directive prompts outperformed the learners who received general prompts on test items assessing domain knowledge. These positive results did not stretch to transfer items and items measuring learners' capabilities to relate and translate representations in general. The results suggest that learner support should promote the active relation of representations and translation between them to foster domain knowledge, and that other forms of support (e.g. extended training) might be necessary to make learners more expert processors of multiple representations. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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