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| Autor/inn/en | Bartholome, Tobias; Bromme, Rainer |
|---|---|
| Titel | Coherence formation when learning from text and pictures: What kind of support for whom? |
| Quelle | In: Journal of educational psychology, 101 (2009) 2, S. 282-293Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Kognitiver Prozess; Kurzzeitgedächtnis; Metakognition; Lernen; Unterweisung; Computereinsatz; Selbst gesteuertes Lernen; Textstruktur; Räumliches Vorstellungsvermögen; Informationsverarbeitung |
| Abstract | Examined how help functions influence the coherence formation process in computer-supported learning. 84 university students (mean age 25 years) participated in a computer-based botany learning task involving visual cues that support the mapping process and reduce visual search (numerical labels vs highlighting) or prompts designed to guide the learning process (prompting vs no-prompt condition). Spatial ability was assessed with subtests of a German cognitive-ability scale, the Leistungsprüfsystem (LPS), working memory with a digit span test from the Wilde Intelligence Test (WIT). Confidence in learning (anticipated test performance), actual knowledge, and perceived cognitive load were measured last. Results demonstrated that learning occurs most productively when minimal support is given. Perceptions of the task and comprehension monitoring were found to influence the effectiveness of help functions. In addition, the effectiveness of prompting depended on learners' spatial abilities, while subjective cognitive load and working memory did not influence the effects of instructional help. A consideration of cognitive and metacognitive processes involved in successful learning is suggested to complement resource-oriented instructional models. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2010/3 |
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