کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
365490 621195 2016 15 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands
ترجمه فارسی عنوان
نحوه تاثیرگذاری مطالعه و آزمایش مکرر بر یادگیری چند رسانه ای: شواهد برای انطباق با خواسته های کار
کلمات کلیدی
آموزش های چند رسانه ای؛ حرکات چشم؛ انطباق با خواسته های کار؛ کالیبراسیون؛ فراشناخت
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی


• Multimedia effects were analyzed on a process- and outcome-level in two study-test cycles.
• Robust multimedia effects were found across two study-test cycles.
• Lower performance in test 1 predicted longer studying in cycle 2.
• Attention distribution between text and picture was more balanced in cycle 2 than in cycle 1.
• Relatively longer picture processing in cycle 2 predicted better learning outcomes.

Two biases can occur in multimedia learning: overconfidence and over-reliance on text processing. The present research sought to identify these biases and to investigate whether they can be reduced, and hence learning fostered, when studying and testing are repeated. In 2 experiments (Exp.1: N = 79, Exp.2: N = 52), students learned either with text only or with text and pictures (multimedia) about how the toilet flush works, gave judgments-of-learning (JOLs), were tested on the learning contents; afterwards this study-test cycle was repeated. Results from both experiments revealed stronger overconfidence due to multimedia in both study-test cycles (JOLs higher than learning outcomes). Eye movement data showed a relative increase in attention on the picture versus text from cycle 1 to cycle 2; this relative increase in attention was related to better learning outcomes. Repeated studying and testing thus helped to reduce over-reliance on text processing in multimedia learning, fostering performance.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 41, February 2016, Pages 70–84
نویسندگان
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