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1.
《Learning and Instruction》2007,17(1):78-88
In an example of the redundancy effect, learning is inhibited when written and spoken text containing the same information is presented simultaneously rather than in written or spoken form alone. The current research was designed to investigate whether the redundancy effect applied to reading comprehension in English as a foreign language (EFL) by comparing two instructional formats, written presentation only and written presentation concurrent with verbatim spoken presentation. Participants were in their first year of tertiary education. Examination of translation scores, subjective mental load ratings, and free recall performance indicated that simultaneous presentations rendered text comprehension less effective both at a lexical level and at the level of text comprehension compared with written presentation only. 相似文献
2.
Prof. Dr. Katharina Scheiter Dr. Anne Schüler Prof. Dr. Peter Gerjets Kim Stalbovs Carina Schubert Dr. Thomas Huk Prof. Dr. Dr. Friedrich W. Hesse 《Zeitschrift für Erziehungswissenschaft》2014,17(2):279-296
The present paper reports on an empirical study which investigated learning with text and animations in the science classroom. In a 2?×?2 design the presence of multimedia learning material instruction (text only vs. text + animations) as well as the modality of the explanatory text (spoken vs. written) were tested. Prior to learning, students’ motivation to learn was assessed as a continuous factor. Recall and transfer were assessed immediately after learning. The results show better recall of information for learners with multimedia materials, providing the animations were accompanied by spoken text. However, in contrast to the positive effects of domain-specific motivation this multimedia effect was not evident for transfer. The effects of multimedia design were independent of motivation. Implications for future studies are discussed. 相似文献
3.
Simone Herrlinger Tim N. Höffler Maria Opfermann Detlev Leutner 《Research in Science Education》2017,47(3):685-704
Adding pictures to a text is very common in today’s education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children’s cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place. 相似文献
4.
The purpose of this study was to examine the redundancy effects obtained when spoken information was duplicated in writing during the learning of a multimedia document. Documents consisting of diagrams and spoken information on the development of memory models were presented to three groups of students. In the first group, no written text was presented. In the second, written sentences redundant with the spoken information were progressively presented on the screen while in the third group, these written sentences were presented together. The results show that whatever the type of text presentation (sequential or static), the duplication of information in the written mode led to a substantial impairment in subsequent retention and transfer tests as well as in a task in which the memorization of diagrams was evaluated. This last result supports the hypothesis that the visual channel is overloaded as the cognitive theory of multimedia learning suggests. 相似文献
5.
Two experiments involving 125 grade-10 students learning about commerce investigated strategies to overcome the transient information effect caused by explanatory spoken text. The transient information effect occurs when learning is reduced as a result of information disappearing before the learner has time to adequately process it, or link it with new information. Spoken text, unless recorded or repeated in some fashion, is fleeting in nature and can be a major cause of transiency. The three strategies investigated, all theoretically expected to enhance learning, were: (a) replacing lengthy spoken text with written text (Experiments 1 and 2), (b) replacing lengthy continuous text with segmented text (Experiment 1), and (c) adding a diagram to lengthy spoken text (Experiment 2). In both experiments on tasks that required information to be integrated across segments, written text was found to be superior to spoken text. In Experiment 1 the expected advantage of segmented text in reducing transitory effects was not found. Compared with written continuous text the segmented spoken text strategy was inferior. Experiment 2 found that adding a diagram to spoken text was an advantage compared to spoken text alone consistent with a multimedia effect. Overall, the results suggest that spoken text is a cause of the transient information effect, which can be best avoided by substituting written text for spoken text on tasks that require integration of information. 相似文献
6.
Nathan Garrett 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):318-336
Segmentation reduces learners’ cognitive load by inserting system-controlled pauses into instructional animations and video. However, many previous studies focus on conceptual knowledge, and do not allow users control over the pacing of instruction. This two-part experiment attempted to validate segmentation in the context of procedural software instruction by applying it to an Excel conditional formatting tutorial. Learners assigned to segmented video failed to show either improved knowledge transfer or decreased cognitive load. Instead, learners using the videos were able to successfully use the pause and rewind features to manage their own cognitive load. This study shows the importance of providing users with control over the pacing of instruction, and with testing educational theories when applying them in a new context. 相似文献
7.
Han-Chin Liu 《Interactive Learning Environments》2013,21(4):433-446
This study investigated how the format of verbal instructions in computer simulations and prior knowledge (PK) affected 8th graders' cognitive load (CL) level and achievement in a multimedia learning environment. Although PK was not found to significantly affect student performance and CL level, instruction format was found to impact both. Students who used narrative simulations were found to have a greater CL but also to perform better than those using simulations with on-screen text instructions. However, no significant differences were found between the cognitive efficiency of the two groups. The difficulty of the subject matter and limitations in students' prior content-related knowledge may have increased the intrinsic CL, such that students had difficulty in interpreting the content even if their PK was relatively high. The narrative instructions were more likely than the on-screen text information to reduce the extraneous CL and promote understanding of content. A new measure of cognitive processing is needed to identify the types of CL involved in e-learning and determine the properties of adequate e-learning materials. Finally, the findings of the study are discussed and suggestions for future studies and instructional design are provided. 相似文献
8.
The reported study compared the instructional effectiveness of Modern English explanatory interpretations of Shakespearean
play extracts integrated line by line into original Elizabethan English text, with a conventional unguided original text condition.
Experiment 1 demonstrated that the explanatory notes group reported a lower cognitive load and performed better in a comprehension
test than the control group when students had no prior knowledge of the text. In Experiment 2, a reverse effect occurred when
the same material was presented to a group of Shakespearean experts. Experiment 3 replicated the results of Experiment 1 using
a different Shakespearean play. The study demonstrated that the relative effectiveness of instructional conditions depended
on learner levels of expertise. In accordance with the expertise reversal effect, the benefits of guided instruction reversed
and became detrimental for learners with high prior knowledge levels. Retrospective verbal protocols indicated that the explanations
were redundant for expert readers. 相似文献
9.
10.
Andrea L. Beerwinkle Kausalai Wijekumar Sharon Walpole Rachael Aguis 《Reading and writing》2018,31(9):2041-2064
The Component Model of Reading expanded upon the Simple View of Reading by adding an ecological and psychological component. Elements of the ecological component include teacher knowledge, information provided in textbooks, and teacher instructional practices. In this study, the authors examined the extent of teacher knowledge about text structure, the extent to which textbooks focused on text structure related skills and strategies as well as the percentage each skill and strategy was covered in lessons and teacher instructional practices. Such analysis shows that although text structure interventions may have positive effects on student reading comprehension, there are multiple elements of the ecological component that may be counteracting the benefits of the intervention. First, teachers have a limited knowledge of the five common text structures. Second, textbooks systematically minimize text structure instruction and only cover comprehension skills and strategies sporadically throughout a year-long curriculum. Third, teacher learning of text structures and change in practice was moderated by these ecological factors including textbook scheduled instruction and administrator support. 相似文献
11.
Carol A. Christensen 《教育心理学》2005,25(5):441-453
There is a strong relationship between orthographic–motor integration related to handwriting and students' ability to produce creative and well‐structured written text. This relationship is thought to be due to the cognitive load which results when attention is required by writers to write letters and words on the page. Lack of automaticity in orthographic–motor integration means that writers do not have sufficient cognitive resources to accomplish the more demanding aspects of text production such as ideation, text monitoring, and pragmatic awareness. A systematic handwriting program can significantly improve the quality of written text by young children experiencing problems with orthographic–motor integration. This study investigated the effectiveness of a handwriting program in remediating older students' problems in orthographic–motor integration and consequently enhancing their written language skills. Two groups of students in Grades 8 and 9 were provided with either practice in handwriting or daily completion of a written journal. There were no differences between the two groups at pre‐test. However, at post‐test, the handwriting group had significantly higher scores in orthographic–motor integration as well as for the length and quality of the text they wrote. 相似文献
12.
The study reviewed the evidence that persistent pain has the capacity to interrupt and consume working memory resources. It was argued that individuals with persistent pain essentially operate within a compromised neurocognitive paradigm of limited working memory resources that impairs task performance. Using cognitive load theory as a theoretical framework, the study investigated if multimedia materials could be used to support individuals with persistent pain. A 2?×?2 design was used where the first factor was the pain status of the participant (absence vs. presence for more than 6 months), and the second was instructional strategy (written + illustrations vs. written). Fifty-eight full-time teachers from two schools in New South Wales (Australia) were randomly assigned to an instructional strategy to learn about lightning formation. Participants that identified as experiencing pain for 6 or more months demonstrated clinically low levels of pain, but nevertheless performed significantly worse than pain-free participants on retention and transfer tests. For both pain and pain-free participants, there was a significant benefit in learning from multimedia instruction compared to a written text only strategy. 相似文献
13.
Paul Owens 《教育心理学》2008,28(1):29-45
In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual‐modal delivery of auditory text and musical notation, were superior to the spatially separated placement of the same visual materials, demonstrating the split‐attention and modality effects respectively. In Experiment 2 there were four conditions differentiated by the presence or absence of musical notation and the simultaneous or successive presentation of auditory music, written explanations, and musical notation. Results indicated that the presence of music notation had no effects, but that the simultaneous presentation of either two or three information sources was superior to successive presentation. These results provide further empirical support for the need to consider cognitive load theory when designing instruction in any domain. 相似文献
14.
Donggil Song 《Interactive Learning Environments》2016,24(3):423-437
The aim of this paper is to examine the effects of sequencing instructional materials and learners' prior knowledge on learning ESL (English as a second language) through an online learning course. 121 fifth-grade students from an elementary school in Korea participated in the study. Each participant was allocated to one cell of a 2?×?2 between-subjects factorial design, with an instructional format (i.e. sequential or concurrent) as a first factor, and prior knowledge (i.e. high or low) as a second factor. Instructions of the words and grammar rules were allocated to each page for the sequential group, whereas integrated on a single page for the concurrent group. The result indicates that the sequential instruction of words followed by grammar explanations was more effective for the students with higher levels of prior knowledge than the concurrent presentation. The reverse was also found for the students with lower levels of prior knowledge in English. There are four possible explanations for the results. First, split-attention effect, temporal-contiguity effect, or transient information effect might occur. Second, worked-example effect might occur and over-ride the effect of sequencing. Third, intrinsic and extraneous cognitive load might intertwine each other. Last, the levels of element interactivity in two instructional formats might be different from each other. The implications for instructional designers and future research are discussed. 相似文献
15.
Fredrick D. Pociask Gary R. Morrison 《Educational technology research and development : ETR & D》2008,56(4):379-399
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention
in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students.
The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control
group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive
and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant
results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional
materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive
load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous
cognitive load through good instructional and message design practices.
相似文献
| Gary R. Morrison (Corresponding author)Email: |
16.
The study examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students (N = 147) viewed pictures on the development of tornados, which were accompanied by either spoken or written explanations presented simultaneously with, before, or after the pictures. For verbal recall no modality effect was observed, whereas for transfer the influence of modality varied as a function of phonological working memory capacity. For pictorial recall the results showed a modality effect that was limited to simultaneous presentation, apparently in line with the temporal contiguity explanation. However, spoken simultaneous presentations were not superior to spoken sequential presentations, which contradicts the temporal contiguity explanation for the modality effect. Rather, it seems as if learners with simultaneous presentation of written text and picture concentrated more on the text and ignored the pictures, resulting in worse pictorial recall. 相似文献
17.
宋婧婧 《鹭江职业大学学报》2013,(3):88-92
以约415万字的有声媒体与平面媒体语料库作为口语与书面语的代表,对其使用词汇进行定量对比.研究结果表明：书面语与口语的通用词主要为使用频度较高、且不带语体色彩的词语;不同之处则表现在口语使用了更多代词、语气词等具有口语特征的词语,且口语使用的单音词总量多于书面语.因此在国际汉语教学中,应当遵循常用先学原则,抓住最大量的书、口常用单音词,之后再根据学生水平逐步向语体词推移. 相似文献
18.
Advances in our knowledge of the structure of working memory suggest that under some circumstances, effectively more processing capacity is available to learners if instructional materials use multiple information modes (e.g. auditory and visual) instead of equivalent single mode formats. This paper examined this modality effect from a cognitive load perspective in three experiments using geometry instruction. In accordance with cognitive load theory, it was predicted that the additional processing capacity provided in an audio/visual format would only enhance learning if mental resources were not devoted to extensive visual based search in order to coordinate auditory and visual information. Using two different areas of geometry, Experiments 1 and 2 found that if visual search was clearly high, then audio‐visual instruction was only beneficial if visual indicators in the form of electronic flashing were incorporated into the instructional format. Under high search conditions, a standard audio/visual format without the aid of flashing proved no better than visual only instruction. Experiment 3 attempted to clarify earlier results by using instructional materials trivially low in visual search. Data indicated that a standard, audio‐visual format resulted in superior learning to a visual only format. There was no beneficial effect of electronic flashing in Experiment 3, suggesting that visual indicators were not necessary in areas of low visual search. It was concluded that cognitive load as determined by visual search established the effectiveness of visual indicators. 相似文献
19.
Mine Munyofu William J. Swain Bradley D. Ausman Huifen Lin Khusro Kidwai Francis Dwyer 《Learning, Media and Technology》2007,32(4):407-419
The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes. 相似文献
20.
Limited processing capacity constrains learning and performance in complex cognitive tasks. In traditional instruction, novices' failure to adequately learn cognitive tasks can often be attributed to the inappropriate direction of attention and the related high or excessive load that is imposed on a learner's cognitive system. An instructional design model for the training of complex cognitive tasks should provide instructional strategies that control cognitive load. We propose such a model and recommend research in which the cognitive load of instructional manipulations is systematically investigated and determined with mental-effort based measures. 相似文献