A Testing Effect with Multimedia Learning

Autor/inn/en	Johnson, Cheryl I.; Mayer, Richard E.
Titel	A Testing Effect with Multimedia Learning
Quelle	In: Journal of Educational Psychology, 101 (2009) 3, S.621-629 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0015183
Schlagwörter	Testing; Multimedia Materials; Multimedia Instruction; Memory; Animation; Drills (Practice); Transfer of Training; College Students; Intervals; Visual Stimuli; Verbal Communication + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Multimediales Lernen; Gedächtnis; Training; Transfer; Ausbildung; Collegestudent
Abstract	A testing effect occurs when a learner performs better on a retention test after studying the material and taking a practice-retention test than after studying the material twice. In the present study, 282 participants watched a narrated animation about lightning formation and then watched the presentation again (restudy), took a practice-retention test (practice-retention), or took a practice-transfer test (practice-transfer). First, the testing effect was replicated with multimedia material, such that the practice-retention group outperformed the restudy group on a delayed retention test. Second, a testing effect was found for taking a practice-transfer test, such that the practice-transfer group outperformed the restudy group on a delayed transfer test. Third, the results supported a transfer-appropriate processing explanation of the testing effect, in which the practice-retention group outperformed the practice-transfer group on delayed retention but the opposite pattern was obtained on delayed transfer. (Contains 3 figures, 1 table, and 5 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10