Signaling as a cognitive guide in multimedia learning

被引:236
作者
Mautone, PD [1 ]
Mayer, RE [1 ]
机构
[1] Univ Calif Santa Barbara, Dept Psychol, Santa Barbara, CA 93106 USA
关键词
D O I
10.1037/0022-0663.93.2.377
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
In 3 experiments, students received a short science lesson on how airplanes achieve lift and then were asked to write an explanation (retention test) and to write solutions to 5 problems, such as how to design an airplane to achieve lift more rapidly (transfer test). For some students, the lesson contained signals, including a preview summary paragraph outlining the 3 main steps involved in lift, section headings, and pointer words such as because or as a result. The signaling did not add any additional content information about lift but helped clarify the structure of the passage. Students who received signaling generated significantly more solutions on the transfer test than did students who did not receive signaling when the explanation was presented as printed text (Experiment 1), spoken text (Experiment 2), and spoken text with corresponding animation (Experiment 3). Results are consistent with a knowledge construction view of multimedia learning in which learners seek to build mental models of cause-and-effect systems.
引用
收藏
页码:377 / 389
页数:13
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