Visual representation fidelity and self‐explanation prompts in multi‐representational adaptive learning.
In their prior research on adaptive instruction for multi‐representational learning, the researchers explored various perspectives on designing visual representations and scaffolds. However, controversies and discrepancies regarding the fidelity of visual representations and self‐explanation prompts...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 4; pp. 1091 - 1107 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2021
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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=151329634&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151329634 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2021 vid: 37 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 151329634 149641569 151329634 151329634 10.1111/jcal.12548 151329634 ppf: 1091 ppct: 16 formats: tig: atl: Visual representation fidelity and self‐explanation prompts in multi‐representational adaptive learning. aug: au: Joo, Hyun Park, Jongchan Kim, Dongsik affil: Department of Educational Technology, Hanyang University, Seoul, South Korea sug: subj: Learning Methods Visual Perception Computer-Assisted Instruction Cognition User-Computer Interface Students, College Learning Environment South Korea Convenience Sample Random Assignment Spatial Perception Analysis of Variance Analysis of Covariance Human ab: In their prior research on adaptive instruction for multi‐representational learning, the researchers explored various perspectives on designing visual representations and scaffolds. However, controversies and discrepancies regarding the fidelity of visual representations and self‐explanation prompts have yet to be resolved. This research thus examines types of visual representations and self‐explanation prompts and thereby suggests instructional strategies for multi‐representational adaptive learning. Sixty‐nine college students participated in a 2 × 2 between‐subjects study design (schematic only and adaptively increasing the fidelity of visual representation as well as fixed and fading self‐explanation prompts). Adaptively increasing visual fidelity was shown to be effective for mental model construction. Knowledge inference was most enhanced in the group utilising both adaptive approaches. The increased germane cognitive load appears to have mediated, in particular, the effects of visually adaptive instruction. This research suggests that visually adaptive instruction should include customized self‐explanation supports to ensure successful multi‐representational adaptive learning. This research reveals that sequencing visual representations with increasing fidelity as learning progress in instructional materials and offering fading support for prompts tailored to learning progress are the two effective and complementary ways to ensure customized learning. Lay Description: What is already known about this topic: Various perspectives on designing visual representations and scaffolds have been taken into consideration to construct optimal adaptive instruction for multi‐representational learning: the varying degree of visual representation fidelity (i.e., schematic up to realistic) and the level of support for self‐explanation (i.e., structured or less‐structured prompts). What this paper adds: Adaptively increasing the fidelity of the visual representations can enhance learners' pictorial constructions of mental models and promote knowledge inference.Fading scaffolding of self‐explanation prompts helps prevent the expertise reversal effect by averting any possible cognitive overload, and promote knowledge inference.Adaptive approach may influence the increase in the germane cognitive load to the most optimal degree to mediate the learning outcome. Implications for practice and/or policy: Sequencing visual representations with increasing fidelity as learning progress in textbooks and other instructional materials, whether analogue or digital, and offering fading support for prompts tailored to learning progress are the two effective and complementary ways to ensure customized learning.The results regarding the effects of visual representation fidelity and self‐explanation prompts can be used to guide the application of adaptive instructional algorithms in intelligent tutoring systems. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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