Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management

Autor/inn/en	Tindall-Ford, Sharon; Agostinho, Shirley; Bokosmaty, Sahar; Paas, Fred; Chandler, Paul
Titel	Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management
Quelle	In: Educational Technology & Society, 18 (2015) 4, S.89-99 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Mathematics Instruction; Geometry; Computer Uses in Education; Self Management; Independent Study; Secondary School Students; Secondary School Mathematics; Geometric Concepts; Educational Technology; Learning Processes; Attention; Mathematics Tests; Comparative Analysis; Conventional Instruction; Grade 7; Foreign Countries; Concept Formation; Instructional Effectiveness; Statistical Analysis; Experimental Groups; Control Groups; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Geometrie; Computernutzung; Selbstmanagement; Selbststudium; Sekundarschüler; Elementare Geometrie; Unterrichtsmedien; Learning process; Lernprozess; Aufmerksamkeit; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Concept learning; Begriffsbildung; Unterrichtserfolg; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples. Secondary school students learning properties of angles on parallel lines were taught to integrate spatially separated text and diagrammatic information by using online tools to physically move text to associated parts of a diagram. The moving of text aimed to reduce learners' need to search between text and diagram, freeing cognitive resources for learning and affording learners' control of their learning materials. The main hypotheses that learners who self-manage split-attention worked examples would perform better on test items than learners who study split-attention worked examples, and perform as well as learners who study instructor-managed integrated worked examples were confirmed. Theoretical and practical implications of the results are discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01