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1.
Hans van der Meij 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1368-1380
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.
Forty-four published research studies involving advance organizers were reviewed. Twenty-seven studies included an advance organizer vs. a control group (standard advance organizer study) and 17 studies included an advance organizer vs. a post organizer group (modified advance organizer study). Results of the studies were compared to the predictions of several theories. In addition, four specific predictions of assimilation theory were evaluated: that advance organizers should have a stronger effect for poorly organized text than for well organized text, that advance organizers should have a stronger positive effect for learners lacking prerequisite knowledge, that advance organizers should have a stronger effect for learners lacking prerequisite abilities, and that advance organizers should have an especially strong effect on measures of transfer rather than retention. 相似文献
3.
《Contemporary educational psychology》2002,27(1):118-131
In two experiments, students read a chapter-length text accompanied by seven outlines or graphic organizers. Students then performed 10 trials where they either viewed an image or listened to a sound, were tested on comprehension of the text, and then were tested on recognition of the image or sound. In both experiments, students who studied graphic organizers performed worse on the visual task, and in the second experiment, students who studied outlines performed worse on the auditory task. These results provide evidence that graphic organizers are encoded in a more visual format than outlines, whereas outlines are encoded in a more auditory format than graphic organizers. Results are also supportive of both conjoint retention (Kulhavy, Lee, & Caterino, 1985) and dual coding (Paivio, 1986) models of text learning and help to explain why graphic organizers are more effective than outlines in helping students learn concept relations in text. 相似文献
4.
A serious game, which is designed for learning purposes rather than recreational purposes, has been applied for digital game-based Learning. This study investigated the effects of graphic organizers in a serious game, “The Transistor”, on learning outcomes and attitudinal perceptions. A total of 99 participants were randomly assigned to three groups: non-organizer group, advance organizer group, and post organizer group. The results revealed that participants using a post organizer, which was presented after the game for review, outperformed those using a non-organizer and an advance organizer on both learning outcomes (recall test scores and recycling intention) and attitudinal perceptions (perceived enjoyment, perceived usefulness, and satisfaction). These findings implied that a post-graphic organizer could enhance the instructional value of a serious game. More detailed implications, limitations, and suggestions for future research are discussed. 相似文献
5.
《The Journal of educational research》2012,105(3):147-151
AbstractCollege students (N=51) read a 600-word passage. Advance organizers (Ausubel) were either interspersed in the text contiguous with related paragraphs (part method) or were presented en masse before the entire passage (whole method). Additionally, a reading-only control group was employed. The whole and part method of presenting advance organizers yielded equivalent recall of passage information and neither experimental group exceeded the control group in this regard. However, both advance organizer groups produced significantly (p>.01) more recall than the control group of the organizers themselves. These results are similar to those commonly found with another type of reading aid, adjunct questions. 相似文献
6.
刘加霞 《北京教育学院学报》2002,16(2):39-42
本文以当代教育心理学的研究成果为基础,结合笔者的教学实践,提出通过设计"先行组织者",来提高成人院校非数学专业高等数学课的课堂教学效率.实践证明,高等数学教学中设计"先行组织者"的尝试取得了很好的教学效果. 相似文献
7.
In Experiment 1, 201 college students read both a literary and a technical text either in an advance organizer condition or a non-organizer control condition. Results failed to support the hypothesis that an organizing schema would help subjects with good reasoning skills compensate for poor memory skills or information overload caused by speeded reading conditions. In Experiment 2, data from a sample of 189 college subjects demonstrated that real-world distractions do cause significant learning decrements but failed to support predictions that an organizer would aid distractible students and would compensate for distracting study conditions. Findings suggest that the organizer technique does not help compensate for processing deficits related to information overload or distracting study conditions. 相似文献
8.
Héctor R. Ponce Richard E. Mayer Mario J. López María Soledad Loyola 《Instructional Science》2018,46(6):973-988
This study examines the effects of including interactive graphic organizers into a whole-class PowerPoint lesson as an instructional approach intended to improve student engagement and generative learning in schools. A software application was developed and integrated into PowerPoint that makes it possible for the instructor to fill in empty graphic organizers during PowerPoint projection mode. The participants were 152 fourth-grade students selected from three schools that were grouped in four classrooms. Each classroom was divided in two groups—graphic organizer and content-based. The graphic organizer group was taught using an 11-slide PowerPoint presentation on a social study topic that included two empty graphic organizers plus two additional slides explaining how to make a comparison. The content-based group was taught using the same presentation but without these additional slides plus a set of questions students had to answer as a class activity. The lessons were recorded and the verbal statements between instructor and students examined using the Flanders Interaction Analysis System. Results indicated significant differences in how instructors and students interacted in each group, including more questions asked by teachers (d?=?1.99) and more students participating in the classroom discussion in the graphic organizer group (d?=?1.76). Learning outcomes showed that the graphic organizer group outperformed the content-based group on a memory test (d?=?.45) and a comprehension test (d?=?.44). These results encourage the use of graphic organizers as an instructional approach, and are consistent with a generative theory of learning. 相似文献
9.
An advance organizer is introductory material presented prior to accompanying learning material as a means to facilitate learning
and retention. Although there have been many studies on using advance organizers to teach children various types of subject
matter, none has examined computer programming as the subject matter.
The study reported in this article explored the use of the advance organizer to teachbasic programming to primary-grade children. Results indicate that the advance organizer may have confused rather than clarified
the more difficult material for the subjects. It is suggested that the post-organizer may be a more effective tool for enhancing
computing instruction in the primary grades, in that it provides learners with a tool for review and recall of learned material. 相似文献
10.
Shana Shaw Priya Nihalani Michael Mayrath Daniel H. Robinson 《Educational technology research and development : ETR & D》2012,60(5):807-820
It has long been assumed that graphic organizers (GOs) should be presented to students following text as an organizer, rather than preceding text as an overview. Robinson et al. (Educational Technology Research & Development, 51(4), 25?C41, 2003) challenged this assumption by finding support for GOs as an overview. The present study further examined this issue by having 111 undergraduates view three GOs before (overview) or after (organizer) reading or listening to a narration of a 3,400-word text, followed by measures of retention and transfer. Students who received GOs as organizers transferred knowledge better than those who received GOs as overviews. Whether GOs should also be used as overviews, as prescribed by Robinson et al., is unclear and in need of further investigation. 相似文献
11.
The objective of this study was to determine if a concept map used as an advance organizer can improve the science achievement of eighth-grade students. Eighty-two eighth-grade students in four science classes participated in this study. The experimental group completed the concept map at the beginning of the science unit under the teacher's supervision. At the end of the two-week unit a science test was administered to the experimental and the control group. The results of a one-tailed t test indicated that there was a significant difference between the two groups. The effect size is 0.40. It appears that the concept map can provide the classroom teachers with a meaningful and practical structured approach for using advance organizers in their classes. 相似文献
12.
Students enrolled in an undergraduate chemistry class were rank ordered by their performance on a test of organizing ability. The median break was used to form two groups: good organizers (GO) and poor organizers (PO). Students within these groups were randomly assigned to treatments. Treatment I subjects received an advance organizer followed by a learning passage. Treatment II subjects received the same organizer preceeded by the learning passage. Treatment in subjects received an historical nonorganizer and the learning passage. No significant differences were observed on treatment or interaction, but GO group achieved significantly higher learning passage scores than PO group. 相似文献
13.
Anju Relan 《Research in Science & Technological Education》2013,31(2):213-214
This study investigated the effects of a visual advance organizer on a biology concept learning task among fifth graders. The following hypotheses were tested: (1) a visual advance organizer will facilitate the acquisition of concepts, especially when the material to be learned has visual components; (2) the organizer will be more effective in enhancing transfer than facilitating acquisition of verbal information; and (3) the organizer will produce greater benefits over long‐term retention of content. Three treatments were administered to 48 fifth graders, ranging from 10 to 11 years. In two of the treatments, subjects were exposed to a visual organizer either before or after the completion of a self‐instructional unit on ‘Fungi’. In the third treatment (control group), students were not given any organizer. Two parallel‐form post‐tests‐‐immediate and delayed‐‐were administered, consisting of three levels of learning outcomes: knowledge, comprehension and application. Results of MANCOVA on performance showed a slight but non‐significant difference in delayed post‐test scores. An interaction between the levels of learning and time of test factor also emerged. Findings of the study are discussed in terms of the assimilation theory, and aptitude‐treatment interactions observed between prior knowledge and level of instructional support. 相似文献
14.
Improving the comprehension of disabled readers 总被引：1，自引：1，他引：0
Joanna P. Williams 《Annals of dyslexia》1998,48(1):213-238
Students with learning disabilities (LD) often have difficulty comprehending what they read. Although reading comprehension
problems frequently are associated with inadequate word recognition, students also have difficulties related to comprehension
itself—a passive approach to the reading task, insensitivity to text structure, and poor metacognitive skills. The reading
and language arts curricula that have emerged from today’s constructivist paradigm can pose problems for these students. Whereas
the new curricula emphasize personal interpretations of text and relatively unstructured teaching strategies, students with
LD do well with explicit, highly structured instruction. This paper introduces an instructional program designed to teach
students with serious learning disabilities how to identify a story theme, and how to relate it to their own real-life experiences.
The program focused on understanding a text as a whole, and integrating text meaning with concepts and experiences that are
personally meaningful, goals shared by a constructivist approach. At the same time, the program incorporates the explicit,
structured instruction that these students also need. A study to evaluate the program’s effectiveness is described, as are
current efforts to refine the program to promote transfer of comprehension strategies. 相似文献
15.
弱智儿童语文教学中先行组织者作用的实验研究 总被引：1，自引：0，他引：1
奥苏贝尔提出的“先行组织者”是一种有效的教学辅助手段 ,其作用已被多项实验研究所证实。本研究的主要目的是探讨先行组织者在高年级弱智儿童语文教学这一特殊的教学环境中应用的可行性和有效性。同时也研究和探讨不同组织形式的先行组织者 ,在弱智儿童语文教学中的作用的异同之处。 相似文献
16.
The purpose of this study was to examine the attributes of prose passages used in advance organizer studies on an imagery-concreteness scale. Phase I demonstrated significant differences in ratings between organizer, historical, and learning passages using a semantic differential type instrument. A principal components factor analysis of the scale provided evidence of a stable factor structure for the instrument across the three passages. Phase II demonstrated significant differences in retention for the organizer-learning passage combination but no differences when the three passages were examined alone. Results are discussed on the basis of Paivio’s two-process theory, and questions are raised about the role of advance organizers in learning and retention. 相似文献
17.
In this contribution a theoretical model is explored and validated that describes and explains learning based on learning materials where the basic content is enriched with embedded support devices. Embedded support devices (ESD) are elaborations of the basic content of a course, intended to support students learning in a distance educational context. Examples are: questions with feedback, advance organizers and study guidelines. The model represents the interaction of a large set of variables and processes and has been tested using a variety of research studies, each focusing on specific interrelations and/or variables. The research results support the positive impact of embedded support devices in written learning materials on study outcome. Furthermore the results indicate the impact of individual variables, such as prior knowledge and attitude towards computers. These variables influence the way students process the learning materials and/or use the task environment and have an interaction effect on study outcomes. 相似文献
18.
This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided. 相似文献
19.
Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation.
Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling
these lines, specifying the type of the semantic relationships. In the first experiment, employing a within-subjects design,
20 psychology students completed a label-provided-lines economics mapping task and then a create-and-label-lines meteorology
mapping task or vice versa. The analysis of 40 think-aloud protocols indicated more elaboration processes for the label-provided-lines
task than for the create-and-label-lines task. On the other hand, the protocols indicated more model-construction and organization
processes in the create-and-label-lines task. The second experiment used the same variation but focused on learning outcomes
and perceived self-efficacy as dependent measures. Forty-two psychology students were randomly assigned to either a label-provided-lines
mapping task or a create-and-label-lines mapping task. Subsequently, both groups completed a learning phase in a hypertext
environment and a posttest. Results showed substantial differences in learning outcomes and perceived self-efficacy in favor
of the label-provided-lines prior knowledge activation task. The findings are congruent with coherence effects found in text-comprehension
research and support the position that concept mapping should not be seen as a unitary method but be differentiated according
to the specific tasks to be completed. 相似文献
20.
The purpose of this study was to investigate how the use of CAI tutorial programs, incorporating advance organizers and involving various sizes of groups of subjects, would affect students' achievement scores, retention scores, and rates of learning. Used as subjects were 100 suburban high school physics students running interactive tutorial physics programs focusing on strobe simulation and displacement-time and velocity-time graphs. For fifty students (experimental group) an advance organizer program preceded each tutorial. The remaining fifty students (control group) had an advance non-organizer program preceding each tutorial. While pursuing the tutorials the students worked individually or together in groups of two, three, or four. Five days were allocated for the students to repeat the four tutorials until 90% competency level was attained. Achievement and retention were measured by individually administered paper-pencil teacher-made tests sampling the content of all four tutorials. Rate of learning was determined for groups by the number of times the first three tutorial programs were executed in order to attain 90% competency. In the two-way analysis of variance the only significant result at the 0.05 level pertained to group size. Results of the Tukey Test revealed that students working in groups of three and four on CAI tutorials had significantly better rates of learning than students working alone. No significant differences in achievement or retention were observed for the various groups. The implications for using CAI tutorials in physics point to grouping students in fours as a time saving and economic method of presenting material without significant loss of achievement or retention. 相似文献