The Effect of Varied Cognitive Strategies Used to Complement Animated Instruction in Facilitating Achievement of Higher Order Learning Objectives

Autor/inn/en	Lin, Huifen; Dwyer, Francis; Swain, Jeff
Titel	The Effect of Varied Cognitive Strategies Used to Complement Animated Instruction in Facilitating Achievement of Higher Order Learning Objectives
Quelle	In: International Journal of Teaching and Learning in Higher Education, 18 (2006) 3, S.155-167 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Cognitive Processes; Cognitive Style; Animation; Educational Objectives; Outcomes of Education; Statistical Significance; Audio Equipment; Advance Organizers; Instructional Effectiveness; Computer Assisted Instruction; Measures (Individuals); Heart Disorders; Human Body; Pretests Posttests; Control Groups; Experimental Groups; Statistical Analysis; Statistical Distributions; Undergraduate Students; Computer Science Education; Business Administration Education + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Audio-CD; Lernmaterial; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Messdaten; Herzkrankheit; Menschlicher Körper; Statistische Analyse; Wahrscheinlichkeitsverteilung; Computer science lessons; Informatikunterricht
Abstract	The purpose of this study was to investigate the effects of advance organizers and audio narrations used to complement animated instruction on tests measuring different educational objectives. One hundred forty-one participants were randomly assigned to five treatment groups, received their respective instructional presentation and completed four criterion measures. No statistically significant differences in achievement were found among the five treatment groups on each of the criterion measures indicating that the type of cognitive strategies employed to complement animation did not instigate deeper levels of information processing and were not effective in facilitating higher order learning outcomes. These results raised concerns about the usefulness of prior research related to advance organizers and audio narrations when the objective is to complement animated instruction to facilitate higher order learning objectives. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01