Educational films in the classroom: Increasing the benefit |
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| Institution: | 1. Institute of Psychology, University of Berne, Muesmattstr. 45, CH - 3000 Berne 9, Switzerland;2. University of Wuerzburg, Wuerzburg, Germany;1. INEGI – EXPMAT – Experimental Mechanics and New Materials & Department of Mechanical Engineering, Faculty of Engineering of the University of Porto, 4200-465 Porto, Portugal;2. CITAB/UTAD, Apartado 1013, 5001-801 Vila Real, Portugal;1. Escola de Engenharia de Lorena, Universidade de São Paulo, SP, Brazil;2. Faculdade de Engenharia de Guaratinguetá, Universidade Estadual Paulista, SP, Brazil;3. Shanghai Jiaotong University, Shanghai, China;4. Instituto de Física e Química, Universidade Federal de Itajubá, MG, Brazil;5. Instituto de Ciências Exatas e Biologicas, Universidade Federal de Ouro Preto, SP, Brazil;6. Instituto de Física, Universidade de São Paulo, SP, Brazil;1. SLAC National Accelerator Laboratory, Stanford University, Stanford, CA 94309, USA;2. Department of Physics, Arizona State University, Tempe, AZ 85287-1504, USA;3. Institut für Theoretische Physik, Universität Tübingen, Kepler Center for Astro and Particle Physics, Auf der Morgenstelle 14, D-72076, Tübingen, Germany;4. Department of Physics, Tomsk State University, 634050 Tomsk, Russia;5. Laboratory of Particle Physics, Mathematical Physics Department, Tomsk Polytechnic University, Lenin Avenue 30, 634050 Tomsk, Russia;1. Department of Psychology, Sapienza University of Rome, Italy;2. Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Rome, Italy |
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| Abstract: | Educational films for children aim to impart knowledge about a certain topic. In the present paper, it is investigated how much and what kind of information children can remember from educational films and how knowledge acquisition through films could be enhanced. The studies described here were designed to test the hypothesis that children's memory for an educational film, especially their memory for important aspects, can be enhanced by providing domain-specific prior knowledge in a School Lesson, compared to repeated watching and to single watching. In a pilot study, importance ratings were gathered from adults for the questions used in children's memory interview in order to define central and non-central questions. A total of 175 8- and 10-year-old children participated and were randomly assigned to a Film once condition, a Film Repetition condition, a School Lesson once condition or a School Lesson plus Film condition. Results showed that important information was generally better remembered than unimportant information. Participants in the Film Repetition condition and in the School Lesson plus Film condition performed equally well and significantly better than those in the Film once condition and School Lesson once condition. Poor performance in the Film once condition does not seem to be due to a lack of domain-specific knowledge, because the Film Repetition had the same beneficial effects as the School Lesson plus Film condition. Alternative explanations are discussed. |
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