The Effects of Computer Animated Lesson Presentations and Cognitive Practice on Adult Learning in Physical Science.

Autor/inn/en	Rieber, Lloyd P.; und weitere
Titel	The Effects of Computer Animated Lesson Presentations and Cognitive Practice on Adult Learning in Physical Science.
Quelle	(1989), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Analysis of Variance; Animation; Cognitive Style; College Students; Computer Assisted Instruction; Computer Graphics; Computer Simulation; Higher Education; Instructional Design; Instructional Effectiveness; Intermode Differences; Multiple Choice Tests; Science Instruction + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Collegestudent; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The purpose of this study was to examine the effects of different levels of visual elaborations and practice on application learning of adults in a computer-based science lesson. A total of 141 university students participated in an introductory lesson covering Newtonian mechanics. Three levels of visual elaboration (static graphic, animated graphic, no graphic) were crossed with three levels of practice (behavioral, cognitive, no graphic). Behavioral practice consisted of traditional questioning after each of four lesson parts. Cognitive practice consisted of a structured simulation involving the control of an animated "starship." No effects were found for visual elaboration. The addition of static and animated visuals to the text had no effect on learning. An effect was found for practice such that both types of practice were effective (as compared to a control), but no differences between them were detected. Main effects were found for visual elaboration and practice based on response latency data from the posttest. A moderately significant interaction between visual elaboration and practice indicated several trends for future research. Two tables display the results of data analyses and one figure depicts the interaction between visual elaboration and practice. (32 references) (Author/CGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC