Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Startseite

Literaturnachweis - Detailanzeige

 
AutorenClinton, Virginia; Cooper, Jennifer L.; Michaelis, Joseph; Alibali, Martha W.; Nathan, Mitchell J.
TitelHow Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking
Quelle(2017), (26 Seiten)    Verfügbarkeit 
ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; Monographie
SchlagwörterMathematics Instruction; Visual Stimuli; Eye Movements; Cognitive Processes; Difficulty Level; Learning; Student Interests; Middle School Students; Algebra; Prior Learning; Comparative Analysis; Instructional Design; Multimedia Instruction; Grade 6; Grade 7; Measurement Equipment; Pretests Posttests
AbstractMathematics curricula are frequently rich with visuals, but these visuals are often not designed for optimal use of students' limited cognitive resources. The authors of this study revised the visuals in a mathematics lesson based on instructional design principles. The purpose of this study is to examine the effects of these revised visuals on students' cognitive load, cognitive processing, learning, and interest. Middle-school students (N = 62) read a lesson on early algebra with original or revised visuals while their eye movements were recorded. Students in the low prior knowledge group had less cognitive load and cognitive processing with the revised lesson than the original lesson. However, the reverse was true for students in the middle prior knowledge group. There were no effects of the revisions on learning. The findings are discussed in the context of the expertise reversal effect as well as the cognitive theory of multimedia learning and cognitive load theory.[A list of key terms and definitions is included. [This article was published in: C. Was, F. J. Sansosti, & B. J. Morris (Eds.) "Eye-tracking technology applications in educational research," 2017 (p195-218). Hershey, PA: IGI Global.] (As Provided).
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Da keine ISBN zur Verfügung steht, konnte leider kein (weiterer) URL generiert werden.
Bitte rufen Sie die Eingabemaske des Karlsruher Virtuellen Katalogs (KVK) auf.
Dort haben Sie die Möglichkeit, in zahlreichen Bibliothekskatalogen selbst zu recherchieren.
Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)