ERIC Number: EJ1076359
Record Type: Journal
Publication Date: 2013-Jul
Abstractor: As Provided
Reference Count: 45
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.
Descriptors: Educational Experiments, Visualization, Prompting, Human Body, College Students, Computer Literacy, Multimedia Instruction, Factor Analysis, Outcomes of Education, Replication (Evaluation), Interaction, Time Factors (Learning), Goal Orientation, Instructional Design, Learning Strategies, Hypothesis Testing, Pretests Posttests, Cognitive Processes, Difficulty Level, Computer Assisted Instruction, Coding, Statistical Analysis, Prior Learning, Multivariate Analysis, Likert Scales
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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