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ERIC Number: EJ883204
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-0098-6283
Computer-Based Demonstrations in Cognitive Psychology: Benefits and Costs
Copeland, David E.; Scott, Jenna R.; Houska, Jeremy Ashton
Teaching of Psychology, v37 n2 p141-145 2010
This study examined the costs and benefits of using demonstrations in an upper level psychology course. For 6 topics, half of the class read a chapter that explained the concept and theoretical explanations for the described effects, and the other half participated in a demonstration in addition to the reading. Students overwhelmingly reported higher enjoyment of their learning experience when they participated in the demonstrations. However, measures of learning based on essays, quizzes, and exam questions showed that students did not always benefit from participating in the demonstrations. In fact, for 2 of the 3 measures, results indicated that participating in the demonstrations significantly worsened performance. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nevada