Self-regulated learning from illustrated text
Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia
Dados Bibliográficos
| ID | 5264165 |
|---|---|
| Autores | Katharina Scheiter (0000-0002-9397-7544, Leibniz‐Institut für Wissensmedien Tübingen Germany, autor correspondente), Carina Schubert (Leibniz‐Institut für Wissensmedien Tübingen Germany), Andreas Schuler (0000-0001-8799-5028, Leibniz-Institut für Wissensmedien), Anne Schüler (Leibniz‐Institut für Wissensmedien Tübingen Germany) |
| Ano | 2018 |
| Volume | 88 |
| Fascículo | 1 |
| Páginas | 80-94 |
| Data de publicação | 2018-03-01 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | British Journal of Educational Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12175 |
| PMID | 28782249 |
| OpenAlex | W2742512357 |
| Idioma | EN |
| Citações recebidas | 23 |
| Referências citadas | 23 |
BackgroundWhen learning with text and pictures, learners often fail to adequately process the materials, which can be explained as a failure to self-regulate one's learning by choosing adequate cognitive learning processes. Eye movement modelling examples (EMME) showing how to process multimedia instruction have improved elementary school children's learning from text and pictures in previous studies.AimsWe tested whether the positive effects of EMME for improving self-regulated multimedia learning extend to university students and teaching of more comprehensive processing strategies. Moreover, we investigated whether EMME's effectiveness depends upon a learner's cognitive prerequisites.SampleParticipants were 50 university students (38 female; M = 26.88 years) with different study majors.MethodsDifferent prior knowledge aspects were assessed as cognitive prerequisites. Before learning about mitosis from a multimedia instruction, students either received no intervention or saw EMME demonstrating various multimedia learning processes. Learning outcomes and eye movements served as dependent variables.ResultsLearners in the EMME group showed more intense processing of pictures and more frequent transitions between text and pictures. Weaker learners showed poorer recall performance after having studied EMME, whereas EMME had no effect on stronger students. In the forced-choice verification task, stronger students benefitted from EMME, whereas no effect occurred for weaker students. The picture-processing time was suited to explain the positive effects of EMME for stronger students.ConclusionsOur results indicate that EMME illustrating a comprehensive set of cognitive processes support multimedia learning for stronger university students
Cognition · Cognitive Load · Cognitive psychology · Hypermedia · Mathematics education · Multimedia · Process (computing) · Recall · Set (abstract data type) · Task (project management) · Computer Science · Innovative Teaching and Learning Methods · Psychology · Reading and Literacy Development · Visual and Cognitive Learning Processes
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Using eye movement modelling examples to guide visual attention and foster cognitive performance
Effects of prior knowledge and joint attention on learning from eye movement modelling examples
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Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning
How to train students to engage in text‐picture integration for multimedia lessons
The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia
How to support learning with multimedia instruction
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Theorizing and researching levels of processing in self‐regulated learning
The intersection between depth and the regulation of strategy use
The intention was good
The relation between cognitive and metacognitive processing
Regulating approaches to learning
Looking down the road
Multimedia Learning
Metacognition in Educational Theory and Practice
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The Expertise Reversal Effect
Metacognition and learning
Expertise Differences in the Comprehension of Visualizations
For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.
Construction of a paper-and-pencil Test of Basic Scientific Literacy based on selected literacy goals recommended by the American Association for the Advancement of Science
| Citações por ano | 2,88 |
|---|---|
| Intervalo de citações | 2018 - 2026 (9) |
| Altamente citado | Não |