کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
4940199 1436409 2017 10 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Do it twice! Test-taking fosters repeated but not initial study of multimedia instruction
ترجمه فارسی عنوان
آن را دو بار انجام دهید تست گرفتن باعث تکرار و مطالعه اولیه آموزش های چند رسانه ای می شود
کلمات کلیدی
یادگیری چندرسانه ای، امتحان آزمون، تاثیر تست غیر مستقیم، تلاش ذهنی، جهت گیری هدف،
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی
Are practice tests only helpful when having studied before taking them? We investigated this question in a multimedia learning scenario. Participants (N = 85) were randomly assigned to one of two groups, in which they did either not study or studied before taking a test. Afterwards, all participants (re-)studied with the same materials, and took the same test again. Participants had generally higher scores in the second than in the first test; however, taking the first test without having studied before did not improve subsequent learning. Only with repeated study and test-taking, performance in the first test predicted subsequent mental effort. Hence, test-taking fostered repeated but not initial study of multimedia materials, presumably because performance in the first test informed about the effectiveness of the initial study to which learners could adapt during restudy (cf. indirect testing effect). Knowing the test (high test expectancy) alone was not sufficient to foster multimedia learning.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 52, December 2017, Pages 36-45
نویسندگان
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