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1.
The effectiveness of demonstration-based training (DBT) videos for software training has been investigated for a Western audience. These studies have generally found that the demonstration videos significantly enhanced self-efficacy and task performance, but also that there was a gap between task practice and learning with the latter lagging behind. The present study investigated the effectiveness of DBT-videos for software training of Chinese students. The control condition presented demonstrations only. In the experimental condition demonstrations were preceded with advance organizers that aimed to enhance learning. The 61 participants (mean age 11.8 years) came from a middle school in China. Data analyses revealed that self-efficacy significantly improved in both conditions. Task performance success also increased significantly over time. The familiar gap between task practice and learning was found between task practice and outcomes on an immediate post-test. However, on the delayed post-test this difference had disappeared. An effect of the advance organizer was found for accuracy of the self-efficacy appraisals, and for gain scores from pretest to delayed post-test. It is concluded that DBT-based demonstration videos are moderately effective for software training of Chinese students, and that it can be beneficial to precede these with advance organizers.  相似文献   

2.
Sex-related differences on Piagetian horizontality (water level) and verticality (plumb line) tasks were examined in 64 college students. It was hypothesized that females' difficulties on these Euclidean spatial problems are due not to differences in underlying spatial competence, but rather to differences in knowledge of task specific information about the physical properties of water levels and plumb lines. This was tested by presenting subjects with the standard water level and plumb line problems and also modified problems not requiring knowledge of physical principles (i.e., drawing “straight up and down” or “straight across” lines inside tipped rectangles). While males were expected to outperform females on the standard tasks, no sex differences were expected on the modified tasks. Results of an ANOVA on scores for horizontality and verticality each showed main effects for sex and task version but failed to reveal the hypothesized interaction. However, performance on the Euclidean spatial tasks was also considered in terms of overall success versus failure. While males were more successful than females in the standard format, males and females were equally successful in the modified, nonphysical, format. Hence, college aged males and females generally do not differ in spatial competence although they may be differentially influenced by task content. Findings are discussed in terms of their implications for theory and practice. It is emphasized that science educators must be especially aware of such task influences for females so that performance deficits are not mistaken for competence deficits.  相似文献   

3.
Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during a learning task was either stated in terms of how well the students were performing relative to other students (social comparison feedback) or relative to an absolute criterion (criterion-based feedback). Thirty-four students in secondary vocational engineering education were randomly assigned to one of two conditions. In both conditions, students worked together in small groups. All groups completed a math learning task, during which they received either social comparison feedback or criterion-based performance feedback. The findings showed that the type of feedback had a strong effect on learning outcomes: the post-test scores and gains of students in the social comparison condition were significantly higher than those of students in the criterion-based feedback condition.  相似文献   

4.
The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P > 0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students.  相似文献   

5.
This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (N = 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation prompts during subsequent practice, critical thinking instruction with activation prompts during subsequent practice, or no critical thinking instruction or prompts (control). In all conditions, practice was a within-subjects factor, some task categories present in the test were practiced on a business case, others were not. Participants in the instruction conditions significantly outperformed participants in the control condition on the immediate and delayed post-test, but only on the practiced task categories – with the exception of the self-explanations condition, which also showed a better performance than the control condition on not-practiced categories, though only on the immediate post-test. Dispositions (i.e., Actively Open-minded Thinking and Need for Cognition) predicted reasoning skills at pre-test but did not interact with instructions on post-tests performances.  相似文献   

6.
Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings.  相似文献   

7.
The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of media structures, content, and impact, as well as to encourage students to become more critical/informed participants in the media environment. A pre-test, post-test, control group post-test only, quasi-experimental design was employed to assess the effectiveness of this approach to media literacy education. Overall, students' responses produced significant differences between the control group and the experimental groups' post-test scores on most (but not all) dependent measures. The implications of these results and suggestions for future research were discussed.  相似文献   

8.
The aim of our study was to determine the effect of training of phonological abilities upon the acquisition of reading and writing during the first year of primary school. An experimental design, with five groups of subjects matched by age, sex, IQ, phonological abilities and reading and writing level was used. Every group received twenty training sessions, over a period of six months. Four groups had different training procedures depending upon the type of task used (phoneme versus concept discrimination) and the way that the task was carried out (using or not using manipulative materials). The fifth group served as control. Post training measures were taken in reading, writing, and mathematics, besides the teacher's estimated scores, twice: immediately after the end of training sessions and two months later. Significant effects on both reading and writing measures were obtained for the groups trained on phonological activities using manipulative materials. The effects were reliable for the two tests. The theoretical implications of the results are discussed and their implications for educational practice are indicated.  相似文献   

9.
This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores.  相似文献   

10.
Males outperform females in the Mental Rotation Test (MRT) for biological, strategic and cultural reasons. The present research tested a motivational explanation with the hypothesis that females could do better when induced to have positive beliefs and expectations. All-female and all-male samples were divided into six groups, each having listened to different instructions: 1. men are better than women at this task; 2. women are better than men; 3. control instructions with no gender reference. Each group was further allocated to either the easy or the difficult task expectations condition. Experimental manipulation affected performance differently in relation to gender. Women's performance was affected by positive instructions about gender. Men were affected by instructions about the task difficulty. Women improved performance and reached men's scores in the MRT when they were led to believe they were better than men.  相似文献   

11.
The phrasing of task instructions can facilitate or hinder the learning process. In this study, three groups of participants (N = 526) performed a foreign vocabulary memorization task, with modified instructions for each group. The instructions were either learning oriented, encouraging participants to improve their abilities; outcome oriented, prompting participants to achieve a positive evaluation of their performance; or neutral, with no goal orientation, for the control group. Participants’ performance in the task was measured along with several factors pertinent to the learning process. Results showed that learning-oriented instructions led to lower performance levels, while outcome-oriented instructions reduced participants’ language risk-taking, both of which negatively impact learning. The control group had the best overall results, indicating that it is better to refrain from using goal-oriented instructions in learning tasks.  相似文献   

12.
Previous research into the effectiveness of dynamic versus static instructional design paradigms has reported divergent findings. Dynamic instructions have been shown to be more effective in teaching novel procedural skills. In contrast, the apparent benefit of dynamic over static instructions has been attributed in other studies to the cognitive capabilities and previous knowledge of the learner. Can the benefit of dynamic instruction persist in learners with domain expertise on learning novel tasks? In this paper, we report the result of an experiment that shows that irrespective of the learner's previous knowledge, dynamic instructions retain a significant effectiveness over statics for teaching intra‐domain novel task performance. Twenty‐four participants with domain expertise were divided into three independent groups to perform a procedural motor task following treatment with different training interfaces. After controlling for spatial abilities and excluding previous specific‐to‐task knowledge, we observe that participants that trained with interfaces containing dynamic content recorded better task performance measures than others using non‐dynamic interfaces. This suggest that within the context of motor skill acquisition, dynamic instructional interfaces can yield significant increases to post‐learning task performance measures, which is independent of the learner's cognitive capabilities or previous knowledge.  相似文献   

13.
This study investigated the effects of different visual strategies in the solving of word problems in computer-based lessons. There were three visual treatments, namely, visual-supplied, self-generated, and no-visual. Together with this, students were given two option-control treatments of programme-control where subjects solved ten problems, and learner-control where subjects solved six problems and were then allowed to choose up to ten additional problems.

Primary four students (n = 138) from two schools were randomly assigned to treatments in a (3 x 2) factorial design. To complete the experimental task, subjects worked individually at the computer for three sessions, each lasting approximately forty-five minutes. During the lessons, subjects were shown examples and prototype solutions, and solved word problems. A delayed post-test was administered a week later. Using on-task scores as the dependent variable, no visual treatment effect was detected. The self-generated group's post-test mean scores were significantly higher than those of the other two visual groups. Subjects in the learner-control group attempted five more problems than subjects in the programme-control group but the post-test scores were lower in the learner-control group. Results from this study suggest that requiring students to generate their own visuals is an effective strategy for solving word problems. Although students in the learner-control group attempted additional problems, their additional exposure did not result in higher post-test scores.  相似文献   


14.
Three adults with intellectual and visual disabilities were taught vocationally relevant tasks through the use of a self-operated verbal instruction system. During training, the system presented one verbal instruction per task step, individually. After training, the system presented instructions arranged in clusters/groups of two. Data showed that during training all participants achieved percentages of correct task performance exceeding 90. The subsequent use of instruction clusters was effective in maintaining high levels of correct performance for each adult, whereas a deterioration of performance occurred when instructions were not available. Implications of the findings are discussed.  相似文献   

15.
We collected think-aloud, pre-test, post-test, and motivation data from 43 undergraduates to examine the impact of conceptual scaffolds on the fluctuation of certain motivation constructs and use of self-regulatory processes during learning with hypermedia. Participants were randomly assigned to either the No Scaffolding (NS) or Conceptual Scaffolding (CS) condition. During the experimental session, each participant individually completed a pre-test on the circulatory system, a pre-task motivation questionnaire, one 30-min hypermedia learning task during which they learned about the circulatory system, a motivation questionnaire at three regular intervals during this learning task, a post-test on the circulatory system, and a post-task motivation questionnaire. Results indicated that while participants in both conditions gained declarative knowledge, participants who received conceptual scaffolds during learning demonstrated deeper understanding of the circulatory system on the post-test. In terms of self-regulatory processes, the results indicated that participants in the CS condition used significantly more planning processes during learning than participants in the NS condition. Additionally, participants in both conditions significantly decreased their use of strategies as they progressed through the learning task. Regarding motivation while learning with hypermedia, results indicated that participants in both conditions reported significantly increased levels of interest as they progressed through the learning task. Furthermore, participants in the CS condition reported the task as being easier and putting forth less effort than participants in the NS condition.
Daniel C. MoosEmail:
  相似文献   

16.
This article addresses two sets of theoretical and practical issues related to increasing the percentage of women engineers. First, the measurement of women's aptitude for and changes in skills during engineering training was assessed. Five cognitive skills tests were administered in a one-group pretest-posttest design to 24 baccalaureate women enrolled in an eleven-month engineering training course. Significant increases in skills were shown on three of the five assessments. Scores on a mathematics anxiety scale and a measure of conservation of horizontality are also reported. Second, the relationship of academic and demographic information and cognitive skills to degree of success in the program is reported. Pretraining spatial visualization scores predicted posttraining GPA group membership. The results are compared and contrasted with those of studies of male undergraduates. Implications are drawn concerning the ways in which evaluations of such programs can contribute to our understanding of the changes in skills that occur with training in engineering and of the factors that predict success in such programs.  相似文献   

17.
Studies have indicated that at least 80% of those over age 50 have at least one foot problem. Feet often reflect systemic disease conditions, especially since this population has a higher prevalence of chronic diseases such as atherosclerosis and diabetes. As a result of a needs assessment completed by nurse practitioners, the Appalachian Geriatric Education Center developed a model educational program in the area of geriatric foot care for mid-level practitioners. The program is designed to prepare the mid-level practitioner with the education and skills necessary to provide foot care to adults and elderly clients in the community. The program includes both didactic and clinical learning experiences with topics such as anatomy, physical assessment, management of minor conditions, and referral for specialty care. The total number of students who have completed the course is 72: 59 nurse practitioners; 12 physician assistants; and 1 physician. There was a significant difference in the pre- and post-test scores, with the post-test scores being significantly higher: t = -13.446, p < .000. In the follow-up evaluation, the majority of the participants said they incorporated what they learned into their clinical practices and have increased their referral base to podiatrists and orthopedic surgeons.  相似文献   

18.
Based on a criterion test 27 fifth and sixth grade students were selected who could not control variables. Three groups were formed. The control group received no training; a second group received training relying upon external reinforcement, and the third group, training designed to induce internal cognitive conflict. The groups receiving training did only slightly better than the control group on the posttest. On the retention test one month later, all three groups had almost identical scores. The mean combined retention test score was found to be significantly greater than the pretest score. The improvement of the control and conflict groups supports Smedslund's8 finding that external reinforcement may not always be necessary for behavioral changes to occur. A further analysis of test scores led to the classification of students according to Piaget's developmental stages. During the course of the study a significant number of students improved in their stage placement. Based on retention test performance nearly half of the students having a mean age 11.8 years could be classed in late formal operations with regard to their ability to control variables. Inhelder and Piaget12 reported that this level was not normally reached until 14 or 15 years of age. In conclusion, the results support the possibility that while development of the ability to control variables can be accelerated by training at the fifth and sixth grade level some children are surprisingly unaffected regardless of whether the training is based on external reinforcement or cognitive conflict procedures.  相似文献   

19.
The objective of this study was to assess the impact of a training programme, designed to make preschool-age children's invented spelling evolve, on their phonemic awareness. The participants were 90 children who were divided into 3 experimental and 3 control groups based on the nature of their invented spelling. Children's phonemic skills were evaluated in a pre-test and a post-test. In between the experimental groups underwent the training program. The experimental groups achieved greater progress in the phonemic tests than the control groups. The training's impact on those tests differed depending on the level of the children's invented spelling.  相似文献   

20.
We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.  相似文献   

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