Designing Instructional Text in a Conversational Style: A Meta-Analysis

Autor/inn/en	Ginns, Paul; Martin, Andrew J.; Marsh, Herbert W.
Titel	Designing Instructional Text in a Conversational Style: A Meta-Analysis
Quelle	In: Educational Psychology Review, 25 (2013) 4, S.445-472 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-013-9228-0
Schlagwörter	Language Styles; Meta Analysis; Models; Learning Processes; Personality Traits; Cognitive Processes; Retention (Psychology); Transfer of Training; Outcomes of Education; Time on Task; Discourse Analysis; Correlation; Teaching Methods + Suchen Sie Ihr Suchwort? Sprachstil; Meta-analysis; Metaanalyse; Analogiemodell; Learning process; Lernprozess; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Cognitive process; Kognitiver Prozess; Merkfähigkeit; Training; Transfer; Ausbildung; Lernleistung; Schulerfolg; Zeitaufwand; Diskursanalyse; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article reviews research on the effects of conversational style on learning. Studies of conversational style have variously investigated "personalization" through changing instances of first-person address to second or third person, including sentences that directly address the learner; including more polite forms of address; and making the views and personality of the author more visible. Meta-analyses provided mixed support for a model of learning processes; statistically reliable average effects were found on self-reports of friendliness (d?=?0.46) and effective cognitive processing (d?=?0.62), but not learning assistance (d?=?0.16) and interest (d?=?0.15). Statistically reliable average effects on retention (d?=?0.30) and transfer (d?=?0.54) learning outcomes supported conversational-style redesigns across a range of potential moderators; the clearest apparent boundary condition for learning outcomes across the moderators under analysis was instructional time, with small, non-significant effects being found in studies longer than 35 min. Recommendations for future investigations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10