Effective and efficient acquisition of argumentation knowledge by self-explaining examples: Videos, texts, or graphic novels?

Autor/inn/en	Hefter, Markus H.; ten Hagen, Inga; Krense, Claudia; Berthold, Kirsten; Renkl, Alexander
Titel	Effective and efficient acquisition of argumentation knowledge by self-explaining examples: Videos, texts, or graphic novels?
Quelle	In: The journal of educational psychology, 111 (2019) 8, S. 1396-1405Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000350
Schlagwörter	Wissen; Beobachtungsmethode; Kognitiver Prozess; Multimedia; Lernen; Lernumgebung; Lehrmethode; Informationsverarbeitung
Abstract	A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N1=57; N2=43). The students acquired argumentation knowledge by self-explaining different types of worked examples. In Experiment 1, we compared video-based examples with written examples, and in Experiment 2, we compared video-based examples with graphic novel-based examples. Regardless of the examples' presentation mode, we observed similar learning processes (i.e., invested mental effort and self-explanation quality) as well as a large effect on learning outcomes (i.e., conceptual knowledge about argumentative principles). Although they appear similarly effective, we found learning by self-explaining written examples and by self-explaining graphic novels to be less time consuming and, thus, more efficient than learning by self-explaining video examples. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2020/4