Observational Learning from Animated Models: Effects of Studying-Practicing Alternation and Illusion of Control on Transfer

Autor/inn/en	Wouters, Pieter; Paas, Fred; van Merrienboer, Jeroen J. G.
Titel	Observational Learning from Animated Models: Effects of Studying-Practicing Alternation and Illusion of Control on Transfer
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 38 (2010) 1, S.89-104 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-008-9079-0
Schlagwörter	Observational Learning; Cognitive Processes; Teaching Methods; Difficulty Level; Models; Hypothesis Testing; Student Attitudes; Student Motivation; Instructional Effectiveness; Transfer of Training; Learning Strategies; Animation; Educational Technology; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Imitationslernen; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Analogiemodell; Hypothesenprüfung; Hypothesentest; Schülerverhalten; Schulische Motivation; Unterrichtserfolg; Training; Transfer; Ausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtsmedien; Ausland; Niederlande
Abstract	Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to investigate how learners could be stimulated to engage in genuine learning activities. It was hypothesized that illusion of control would impede transfer performance compared to a condition without illusion of control. Moreover, we hypothesized that learners who first studied an animated model and then solved the same problem would perform better on transfer than learners who studied the same animated model twice or who first solved the problem and then studied the animated model. In a 2 x 3 factorial experiment (N = 90) with the factors "illusion of control" (yes vs. no) and "instruction method" (study-practice, practice-study, study-study) only the first hypothesis was confirmed. Implications for the design of animated models are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10