Effects of self‐generated graphic organizers on learning depend on in‐task guidance.
We investigated the effects of readymade versus self‐generated graphic organizers (GOs) on learning, comparing the performances of undergraduates (N = 81) tasked with learning a multimedia document. This document was either presented on its own (control group), with a readymade GO, or with a blank G...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 5; pp. 646 - 656 |
|---|---|
| Autores principales: | , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2020
|
| 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=145753813&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145753813 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2020 vid: 36 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 145753813 145753813 145753813 10.1111/jcal.12434 145753813 ppf: 646 ppct: 10 formats: tig: atl: Effects of self‐generated graphic organizers on learning depend on in‐task guidance. aug: au: Colliot, Tiphaine Jamet, Éric affil: Psychology of Cognition, Behaviour and Communication Laboratory (LP3C), University of Rennes 2, Rennes, France sug: subj: Audiovisuals Graphics Learning Evaluation Students, Undergraduate Multimedia Task Performance and Analysis Learning Methods Computer-Assisted Instruction Human Memory Comparative Studies Exploratory Research Power Analysis Descriptive Statistics Psychology Education Multivariate Analysis of Variance Coefficient alpha France Male Female Adolescence Adult Pretest-Posttest Design Questionnaires Learning Environment Interrater Reliability Random Assignment Randomized Controlled Trials Analysis of Variance Data Analysis Software Time Factors Outcomes of Education Adolescent: 13-18 years Adult: 19-44 years Male Female ab: We investigated the effects of readymade versus self‐generated graphic organizers (GOs) on learning, comparing the performances of undergraduates (N = 81) tasked with learning a multimedia document. This document was either presented on its own (control group), with a readymade GO, or with a blank GO that students had to fill in either before or during the learning of the document. In line with previous research, adding a readymade GO increased students' memorization and transfer scores, compared with controls. By displaying the main ideas in the text and their hierarchical relations, GOs act as visual aids to learning. Results showed that self‐generating a GO was no more beneficial than viewing a readymade GO when students were placed in a dual‐task situation (generation + learning). However, when the students' information processing was guided by sequencing these tasks (generation then learning), they outperformed the control and readymade groups on memorization and comprehension. Lay Description: What is already known about this topic: Graphic organizers (GOs) consist in visual displays showing the main ideas of a text and their interrelations.Adding GOs to pedagogical document have been shown to improve students' learning.However, self‐generating GOs has been proven to be detrimental for learning in several studies. What this paper adds: In previous studies, self‐generation of graphic organizers (GOs) have often been carried out while learning, however this task should be separated from the learning task.In the present study, students' learning performances increased when the self‐generated task was separated from the learning task compared to a condition with a readymade GO.These benefits on learning were not observed when the self‐generated activity was not guided. Implications for practitioners: Graphic organizers gathering all the key elements of a multimedia document and highlighting the structure of this document should be used in order to increase students' learning.Students should not be placed in double‐task situation when learning from a pedagogical document.In‐task guidance should be provided when self‐generative tasks are performed. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|