Pairing practice and feedback with animations optimizes student learning in online module.
In this study, we investigated the optimal placement of animations and practice and feedback exercises with respect to each other and to static text and graphics in an online DNA replication module. We randomly assigned students in a first‐semester introductory biology course for freshmen biology ma...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 6; pp. 782 - 794 |
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| Autores principales: | , , , |
| Formato: | exam questions pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2019
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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=139686750&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 139686750 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2019 vid: 35 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 139686750 139686750 139686750 10.1111/jcal.12388 139686750 ppf: 782 ppct: 12 formats: tig: atl: Pairing practice and feedback with animations optimizes student learning in online module. aug: au: Brasier, Daniel J. Melville, Michael Hershock, Chad Rule, Gordon affil: Biological Sciences Department, Carnegie Mellon University, Pittsburgh Pennsylvania sug: subj: Feedback Motion Pictures Learning Methods Students, Medical Education, Non-Traditional DNA Physiology Human Randomized Controlled Trials Random Assignment Pretest-Posttest Design Teaching Methods Multiple Regression Exploratory Research ab: In this study, we investigated the optimal placement of animations and practice and feedback exercises with respect to each other and to static text and graphics in an online DNA replication module. We randomly assigned students in a first‐semester introductory biology course for freshmen biology majors and nonmajors to one of four online modules with animations and practice exercises (assets) either embedded with the text and images or saved until the end after all the text and images. Although we expected to find that embedding assets with text and images would improve learning outcomes, we were surprised to find that outcomes did not change with the location of these assets with respect to the text and static images. Instead, we found that colocation of exercises with animations was correlated with the biggest student learning gains, independent of where these assets appeared relative to the static text and static images. This held true both for immediate posttest scores and delayed application questions on a midterm exam. Our findings could have potential implications for how to best design online learning modules that feature multiple assets. Lay Description: Previous work has shown ○Placing images close to relevant text within a figure or document helps with learning content in many contexts.○Online practice and feedback helps with learning in many fields.○Animations are helpful for learning about DNA replication.In this study we show ○Colocating animations with practice and feedback exercises increases student learning in an online module.○There is no detectable difference between whether the animations + practice and feedback exercises are interspersed with text or after the end of text.○This effect is seen in immediate recall.○This effect persists with long‐term applications in an exam setting. pubtype: Academic Journal doctype: exam questions pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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