کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
365226 621114 2006 15 صفحه PDF سفارش دهید دانلود کنید
عنوان انگلیسی مقاله ISI
Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
پیش نمایش صفحه اول مقاله
Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?
چکیده انگلیسی

College students (Experiment 1) and non-college adults (Experiment 2) studied a computer-based 31-frame lesson on electronics that offered help-screens containing text (text group) or illustrations (pictorial group), and then took a learning test. Participants also took a battery of 14 cognitive measures related to the verbalizer-visualizer dimension including tests of cognitive style, learning preference, spatial ability, and general achievement. In Experiment 3, college students received either both kinds of help-screens or none. Verbalizers and visualizers did not differ on the learning test, and almost all of the verbalizer-visualizer measures failed to produce significant attribute x treatment interactions (ATIs). There was not strong support for the hypothesis that verbal learners and visual learners should be given different kinds of multimedia instruction.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 16, Issue 4, 2006, Pages 321–335
نویسندگان
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