Effects of Observing the Instructor Draw Diagrams on Learning from Multimedia Messages

Autor/inn/en	Fiorella, Logan; Mayer, Richard E.
Titel	Effects of Observing the Instructor Draw Diagrams on Learning from Multimedia Messages
Quelle	In: Journal of Educational Psychology, 108 (2016) 4, S.528-546 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000065
Schlagwörter	Multimedia Instruction; Multimedia Materials; Observational Learning; Freehand Drawing; Visual Aids; Teaching Methods; Experiments; Video Technology; Demonstrations (Educational); Physics; Science Instruction; Retention (Psychology); Transfer of Training; Modeling (Psychology); Cognitive Processes; Difficulty Level; Prediction; Human Body; College Students; Experimental Groups; Control Groups; Tests; Statistical Analysis; Comparative Analysis; Outcomes of Education; California + Suchen Sie Ihr Suchwort? Multimediales Lernen; Imitationslernen; Drawing; Zeichnen; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Erprobung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Merkfähigkeit; Training; Transfer; Ausbildung; Modeling; Modelling; Modellierung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Vorhersage; Menschlicher Körper; Collegestudent; Examination; Prüfung; Examen; Statistische Analyse; Lernleistung; Schulerfolg; Kalifornien
Abstract	In 4 experiments, participants viewed a short video-based lesson about how the Doppler effect works. Some students viewed already-drawn diagrams while listening to a concurrent oral explanation, whereas other students listened to the same explanation while viewing the instructor actually draw the diagrams by hand. All students then completed retention and transfer tests on the material. Experiment 1 indicated that watching the instructor draw diagrams (by viewing the instructor's full body) resulted in significantly better transfer test performance than viewing already-drawn diagrams for learners with low prior knowledge (d = 0.58), but not for learners with high prior knowledge (d = -0.24). In Experiment 2, participants who watched the instructor draw diagrams (by viewing only the instructor's hand) significantly outperformed the control group on the transfer test, regardless of prior knowledge (d = 0.35). In Experiment 3, participants who watched diagrams being drawn but without actually viewing the instructor's hand did not significantly outperform the control group on the transfer test (d = -0.16). Finally, in Experiment 4, participants who observed the instructor draw diagrams with only the instructor's hand visible marginally outperformed those who observed the instructor draw diagrams with the instructor's entire body visible (d = 0.36). Overall, this research suggests that observing the instructor draw diagrams promotes learning in part because it takes advantage of basic principles of multimedia learning, and that the presence of the instructor's hand during drawing may provide an important social cue that motivates learners to make sense of the material. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01