Saying the wrong thing: improving learning with multimedia by including misconceptions.
In this study, 364 first-year physics students were randomly assigned to one of four online multimedia treatments on Newton's First and Second Laws of Motion: (1) the 'Exposition', a concise lecture-style presentation; (2) the 'Extended Exposition', the Exposition with additional interesting informa...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 2; pp. 144 - 156 |
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| Autores principales: | , , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2008
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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=105344576&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344576 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2008 vid: 24 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344576 105344576 2010457740 10.1111/j.1365-2729.2007.00248.x 105344576 ppf: 144 ppct: 12 formats: tig: atl: Saying the wrong thing: improving learning with multimedia by including misconceptions. aug: au: Muller D Bewes J Sharma M Reimann P affil: Physics Building (A28) Camperdown Campus, University of Sydney, NSW 2006, Australia. Email: muller@physics.usyd.edu.au sug: subj: Computer-Assisted Instruction Multimedia Problem-Based Learning Chi Square Test Clinical Trials Coefficient alpha Colleges and Universities Female Kruskal-Wallis Test Male New South Wales One-Way Analysis of Variance Outcomes of Education Physics Education Post Hoc Analysis Pretest-Posttest Design Random Assignment Student Knowledge Students, College Human Female Male ab: In this study, 364 first-year physics students were randomly assigned to one of four online multimedia treatments on Newton's First and Second Laws of Motion: (1) the 'Exposition', a concise lecture-style presentation; (2) the 'Extended Exposition', the Exposition with additional interesting information; (3) the 'Refutation', the Exposition with common misconceptions explicitly stated and refuted; or (4) the 'Dialogue', a student-tutor discussion of the same material as in the Refutation. Students were tested using questions from mechanics conceptual inventories before and after watching the multimedia treatments. Results show the Refutation and Dialogue produced the greatest learning gains, with effect sizes of 0.79 and 0.83, respectively, compared with the Exposition. Students with low prior knowledge benefited most, however high prior knowledge learners were not disadvantaged by the misconception-based approach. The findings suggest that online multimedia can be greatly improved, promoting conceptual change in students with all levels of experience, by including a discussion of misconceptions. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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