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ERIC Number: EJ1076359
Record Type: Journal
Publication Date: 2013-Jul
Pages: 28
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0735-6331
Enhancing Learning from Different Visualizations by Self-Explanation Prompts
Lin, Lijia; Atkinson, Robert K.
Journal of Educational Computing Research, v49 n1 p83-110 Jul 2013
The purpose of the two experiments was to investigate the potential effects of different types of visualizations and self-explanation prompts on learning human cardiovascular system in a multimedia environment. In Experiments 1 and 2, 70 and 44 college students were randomly assigned to one of the four conditions in a 2 × 2 factorial design with visualization type (animated vs. static) and prompting self-explanations (prompts vs. none) as the between subjects factors. The results of Experiment 1 revealed a positive effect of prompts on learning outcomes. Experiment 2, in which the no-prompts conditions were re-designed, partially replicated the results of Experiment 1. In addition, it revealed a significant interaction between the two factors on learning time, learning outcomes, and goal-driven self-explanations. The results of both experiments suggest that instructional designers should pay attention to learners' cognitive aspects, and utilize the combination of animated visualizations and self-explanation prompts when designing multimedia environments.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A