Gender Effects When Learning Manipulative Tasks from Instructional Animations and Static Presentations

Autor/inn/en	Wong, Mona; Castro-Alonso, Juan C.; Ayres, Paul; Paas, Fred
Titel	Gender Effects When Learning Manipulative Tasks from Instructional Animations and Static Presentations
Quelle	In: Educational Technology & Society, 18 (2015) 4, S.37-52 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Gender Differences; Teaching Methods; Animation; Educational Technology; Technology Uses in Education; Motion; College Students; Comparative Analysis; Transfer of Training; Manipulative Materials; Simulated Environment; Computer Simulation; Instructional Effectiveness; Foreign Countries; Difficulty Level; Cognitive Processes; Visualization; Hypothesis Testing; Statistical Analysis; Interaction; Australia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bewegungsablauf; Collegestudent; Training; Transfer; Ausbildung; Hilfsmittel; Künstliche Umwelt; Computergrafik; Computersimulation; Unterrichtserfolg; Ausland; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Visualisation; Visualisierung; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Interaktion; Australien
Abstract	Humans have an evolved embodied cognition that equips them to deal easily with the natural movements of object manipulations. Hence, learning a manipulative task is generally more effective when watching animations that show natural motions of the task, rather than equivalent static pictures. The present study was completed to explore this research domain further by investigating the impact of gender on static and animation presentations. In two experiments, university students were randomly assigned to either a static or animation condition and watched a computer-controlled presentation of a Lego shape being built. After each of two presentations, students were required to reconstruct the task followed by a transfer task. In Experiment 1 the tasks were performed using real Lego bricks (physical environment), and in Experiment 2 by computerized images of the bricks (virtual environment). Results indicated no differences between the two testing environments or an overall advantage for the animated format. However, a number of interactions between gender and presentation format were found. Follow-up analyses indicated that females benefited more than males from using animated presentations. (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