Effects of Instructor-Provided Visuals on Learner-Generated Explanations

Autor/inn/en	Kuhlmann, Shelbi; Fiorella, Logan
Titel	Effects of Instructor-Provided Visuals on Learner-Generated Explanations
Quelle	In: Educational Psychology, 42 (2022) 9, S.1068-1088 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fiorella, Logan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2117276
Schlagwörter	Teaching Methods; Visual Aids; Concept Mapping; Learning Processes; Undergraduate Students; Physiology; Neurology; Neurosciences; Multimedia Instruction; Reader Text Relationship; Metacognition; Learning Strategies; Student Attitudes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Concept Map; Learning process; Lernprozess; Physiologie; Neurologie; Neuroscience; Neurowissenschaften; Neurowissenschaft; Multimediales Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten
Abstract	This study explored whether different types of instructional visuals--knowledge maps and pictorial illustrations--encourage students to focus on specific types of conceptual relationships during learning. Undergraduates (n = 134) studied a text lesson on the human nervous system accompanied by maps (text-with-maps group), illustrations (text-with-illustrations group), or no visuals (text-only group). Then all students orally explained what they learned as if they were teaching a peer. The text-with-maps group generated more hierarchical relationships than the other two groups, and both visual groups generated more temporal relationships than the text-only group. The groups did not significantly differ in the number of structural relationships generated. On a subsequent post-test, only the text-with-maps group significantly outperformed the text-only group, and the two visual groups did not significantly differ from each other. These findings highlight how different visuals affect the types of relationships students focus on when learning from the same text. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01