|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|365547||621201||2015||10 صفحه PDF||سفارش دهید||دانلود رایگان|
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- تولید محتوا برای نشریات و روزنامه ها
• Virtual worlds are increasingly used to provide students experiential learning opportunities.
• We test the impact of reflective reminiscing on students' recall of a virtual world.
• Open-ended questions encouraged longer reminiscing and stronger free recall.
• High detail and open-ended questions together enhanced multiple-choice performance.
• “High elaborative” reminiscing (open-ended questions, detail) should be encouraged.
While virtual worlds are increasingly being used to provide technology-assisted experiential learning opportunities, no research has yet considered the use of reflective reminiscing within these worlds. Drawing on a strong body of developmental research, in which children's recall for past experiences is enhanced by parents' “high elaborative” reminiscing (open-ended questions, detail), we tested each element of this reminiscing style with adult learners. Ninety-eight undergraduate students were guided through a virtual event, a reflective reminiscing phase, and a memory test (free recall, multiple-choice). In free recall, a questioning main effect emerged. Students who had been asked open- versus close-ended questions during reminiscing deliberated for longer, and subsequently recalled more. When reminiscing time was controlled, those given high detail instead recalled more. In the multiple-choice test, an interaction emerged. Participants scored higher if given both open-ended questions and high detail during reminiscing. We suggest that reminiscing be employed as a reflective tool to enhance learning within virtual worlds, but only if a high-elaborative reminiscing style is used.
Journal: Learning and Instruction - Volume 36, April 2015, Pages 66–75