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Autor/inn/en | Hefter, Markus H.; ten Hagen, Inga; Krense, Claudia; Berthold, Kirsten; Renkl, Alexander |
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Titel | Effective and Efficient Acquisition of Argumentation Knowledge by Self-Explaining Examples: Videos, Texts, or Graphic Novels? |
Quelle | In: Journal of Educational Psychology, 111 (2019) 8, S.1396-1405 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000350 |
Schlagwörter | Instructional Effectiveness; Efficiency; Persuasive Discourse; Demonstrations (Educational); Video Technology; Cartoons; Novels; College Students; Learning Processes; Knowledge Level; Time on Task; Authentic Learning; Difficulty Level; Psychology; Foreign Countries; Preferences; Computer Assisted Instruction; Written Language; Germany Unterrichtserfolg; Effectiveness; Effektivität; Wirkungsgrad; Persuasion; Persuasive Kommunikation; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Zeichentrickfilm; Novel; Roman; Collegestudent; Learning process; Lernprozess; Wissensbasis; Zeitaufwand; Schwierigkeitsgrad; Psychologie; Ausland; Computer based training; Computerunterstützter Unterricht; Geschriebene Sprache; Deutschland |
Abstract | A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N[subscript 1] = 57; N[subscript 2] = 43). The students acquired argumentation knowledge by self-explaining different types of worked examples. In Experiment 1, we compared video-based examples with written examples, and in Experiment 2, we compared video-based examples with graphic novel-based examples. Regardless of the examples' presentation mode, we observed similar learning processes (i.e., invested mental effort and self-explanation quality) as well as a large effect on learning outcomes (i.e., conceptual knowledge about argumentative principles). Although they appear similarly effective, we found learning by self-explaining written examples and by self-explaining graphic novels to be less time consuming and, thus, more efficient than learning by self-explaining video examples. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |