Literaturnachweis - Detailanzeige
| Autor/inn/en | Soemer, Alexander; Schwan, Stephan |
|---|---|
| Titel | Task-appropriate visualizations: Can the very same visualization format either promote or hinder learning depending on the task requirements? |
| Quelle | In: The journal of educational psychology, 108 (2016) 7, S. 960-968Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Bildhafte Vorstellung; Stimulation (Psy); Lernen; Lehrmethode; Audiovisuelles Medium |
| Abstract | Tested a recently proposed hypothesis stating that learning performance is determined by the degree of alignment between the specific requirements of a learning task and the form of the mental representation resulting from the visualization method that was used for learning (task appropriateness). In a series of four experiments, a total of 391 participants (college students with a mean age of 24 years) were presented with a set of Chinese pseudocharacters and were asked to learn either their stroke configuration, their stroke order, or their stroke directions. For each learning task, participants were divided into groups receiving dynamic, static-sequential, or static visualizations. An old/new character recognition task was given at test. Results show that learning both stroke configuration and stroke order was best with static pictures (Experiments 1 and 2), while there was no reliable difference between the groups for learning stroke direction (Experiment 3). An additional experiment, however, revealed that learning with sequential pictures was superior when testing was carried out with sequential pictures, irrespective of the learning task (Experiment 4). It is concluded that findings speak against the assumption that task requirements play a role in determining the effectiveness of a visualization format. Furthermore, the evidence is argued to support the view that better learning occurs when the information presented during learning and that presented during the test is highly congruent (study-test congruence). Implications for instructional design are discussed. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2017/4 |
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