کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940265 | 1436412 | 2017 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course
ترجمه فارسی عنوان
تأثیر واکنش های پاسخ و توانایی درک مطلب در یادگیری متن و نمودار در یک دوره زیست شناسی کالج
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کلمات کلیدی
چند رسانه ای، خود توضیح، توانایی درک مطلب دیاگرام، دانشجو، زیست شناسی،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 49, June 2017, Pages 188-198
Journal: Learning and Instruction - Volume 49, June 2017, Pages 188-198
نویسندگان
Peggy N. Van Meter, Chelsea Cameron, John R. Waters,