Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course
Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Van Meter, Peggy N. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2017transfer abstract |
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| Schlagwörter: |
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| Umfang: |
11 |
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| Übergeordnetes Werk: |
Enthalten in: Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China - Chen, Hao ELSEVIER, 2020, the journal of the European Association for Research on Learning and Instruction (EARLI), Amsterdam [u.a.] |
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| Übergeordnetes Werk: |
volume:49 ; year:2017 ; pages:188-198 ; extent:11 |
| Links: |
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| DOI / URN: |
10.1016/j.learninstruc.2017.01.003 |
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ELV015323714 |
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| 520 | |a Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. | ||
| 520 | |a Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. | ||
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10.1016/j.learninstruc.2017.01.003 doi GBVA2017016000014.pica (DE-627)ELV015323714 (ELSEVIER)S0959-4752(17)30018-X DE-627 ger DE-627 rakwb eng 370 370 DE-600 630 640 VZ 48.00 bkl Van Meter, Peggy N. verfasserin aut Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course 2017transfer abstract 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. Multimedia Elsevier Diagram comprehension ability Elsevier Self-explanation Elsevier College students Elsevier Biology Elsevier Cameron, Chelsea oth Waters, John R. oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:49 year:2017 pages:188-198 extent:11 https://doi.org/10.1016/j.learninstruc.2017.01.003 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 49 2017 188-198 11 045F 370 |
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10.1016/j.learninstruc.2017.01.003 doi GBVA2017016000014.pica (DE-627)ELV015323714 (ELSEVIER)S0959-4752(17)30018-X DE-627 ger DE-627 rakwb eng 370 370 DE-600 630 640 VZ 48.00 bkl Van Meter, Peggy N. verfasserin aut Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course 2017transfer abstract 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. Multimedia Elsevier Diagram comprehension ability Elsevier Self-explanation Elsevier College students Elsevier Biology Elsevier Cameron, Chelsea oth Waters, John R. oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:49 year:2017 pages:188-198 extent:11 https://doi.org/10.1016/j.learninstruc.2017.01.003 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 49 2017 188-198 11 045F 370 |
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10.1016/j.learninstruc.2017.01.003 doi GBVA2017016000014.pica (DE-627)ELV015323714 (ELSEVIER)S0959-4752(17)30018-X DE-627 ger DE-627 rakwb eng 370 370 DE-600 630 640 VZ 48.00 bkl Van Meter, Peggy N. verfasserin aut Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course 2017transfer abstract 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. Multimedia Elsevier Diagram comprehension ability Elsevier Self-explanation Elsevier College students Elsevier Biology Elsevier Cameron, Chelsea oth Waters, John R. oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:49 year:2017 pages:188-198 extent:11 https://doi.org/10.1016/j.learninstruc.2017.01.003 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 49 2017 188-198 11 045F 370 |
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10.1016/j.learninstruc.2017.01.003 doi GBVA2017016000014.pica (DE-627)ELV015323714 (ELSEVIER)S0959-4752(17)30018-X DE-627 ger DE-627 rakwb eng 370 370 DE-600 630 640 VZ 48.00 bkl Van Meter, Peggy N. verfasserin aut Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course 2017transfer abstract 11 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. Multimedia Elsevier Diagram comprehension ability Elsevier Self-explanation Elsevier College students Elsevier Biology Elsevier Cameron, Chelsea oth Waters, John R. oth Enthalten in Elsevier Science Chen, Hao ELSEVIER Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China 2020 the journal of the European Association for Research on Learning and Instruction (EARLI) Amsterdam [u.a.] (DE-627)ELV003751465 volume:49 year:2017 pages:188-198 extent:11 https://doi.org/10.1016/j.learninstruc.2017.01.003 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-FOR 48.00 Land- und Forstwirtschaft: Allgemeines VZ AR 49 2017 188-198 11 045F 370 |
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Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China |
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Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China |
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Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course |
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Van Meter, Peggy N. |
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Effect of fuel saving and crop energy output on controlled traffic system under small machinery in loess plateau of China |
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effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course |
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Effects of response prompts and diagram comprehension ability on text and diagram learning in a college biology course |
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Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. |
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Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. |
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Embedded response prompts are an effective method to support multimedia learning. Response prompts are directives situated within instructional material. Responding to these prompts affects learners' cognitive operations. Different types of prompts affect learning differently due to variations in stimulated cognitive operations. This study compared three types of experimental response prompts; prompts to self-explain the contents of a page, prompts to attend to diagrams and text-diagram relations, and prompts to self-explanation text-diagram relations; and two control conditions. Three tasks that measure verbal text knowledge, diagram knowledge, or knowledge of text-diagram relations assessed learning. The effects of diagram comprehension ability were also considered. A 5 X 3 mixed model ANCOVA revealed an interaction between prompting conditions and posttest tasks. Diagram comprehension ability was associated with task performance but did not interact with conditions. |
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