Animations and static pictures: The influence of prompting and time of testing

Kühl, Tim; Navratil, Sabrina Dominique; Münzer, Stefan

doi:10.1016/j.learninstruc.2018.07.006

Cited by 27 publications

(26 citation statements)

References 29 publications

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“…One might expect the quality of the answers to be predictive for the performance of the knowledge test questions. According to this expectation, the qualitatively better the elaborative interrogations are answered, the better will be learners’ performances in the knowledge test questions, especially for test questions that address concepts which are asked in the elaborative interrogations and require a deeper understanding of the learning topic ( Kühl et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…Hence, it is recommended to keep extraneous load low when learning with the additional task, for instance by providing pictures alongside the text and by constructing well-formulated elaborative interrogations. Moreover, learning with elaborative interrogations may give learners a more realistic estimation of their newly acquired knowledge and a more accurate impression of their performance in a subsequent knowledge test ( Mazzoni and Nelson, 1995 ; Dweck and Elliot, 2005 ; Kühl et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…In sum, elaborative interrogations are ‘knowledge catalysts’ for learning and comprehension because learners are instructed to focus on the most essential information by inferring the important concepts and relations. This should be particularly the case for learning outcomes that are addressed by the elaborative interrogations ( Roelle et al, 2015 ; Kühl et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

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Why the Cells Look Like That – The Influence of Learning With Emotional Design and Elaborative Interrogations

2018

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We investigated emotional design features that may influence multimedia learning with a self-generated learning (SGL) activity, namely answering elaborative interrogations. We assumed that a positive emotional design would be associated with a higher motivation to accomplish the additional SGL activity. Moreover, an interaction was expected: Learners learning with a positive emotional design should profit from learning with elaborative interrogations whereas learners learning with a negative emotional design would not profit from this strategy to the same extent but would rather benefit through reading. Since no negative emotional design existed yet, we additionally took the challenge to construct one. In a preliminary study, the emotional design features were pre-tested for their influence on emotional state and according to evaluation results, emotional design features were modified for the final versions. For the main study, German students (N = 228) were randomly assigned to one of six conditions that resulted from a 3 × 2 Design with emotional design (intended-positive vs. intended-neutral vs. intended-negative) and SGL activity (elaborative interrogations vs. no elaborative interrogations). Contrary to expectations, the intended-negative design worked not out as intended, but was rather comparable with the positive emotional design with respect to learners’ emotional states. Learner motivation was higher when learning with the intended-negative emotional than the neutral design. The quality of the elaborated answers and learner motivation correlated positively with the performance of all learning outcome scores. For transfer questions which addressed the elaborated concepts, an interaction can be reported: learners learning with the positive emotional design benefitted from learning by reading compared to answering the elaborative interrogations. Regarding transfer questions whose concepts were explicitly described in the instructional material, it was better to learn with the intended-negative emotional than the neutral design. According to results of mediation analyses, the influence of motivation on learning outcomes could mostly be explained by the influence of motivation on answering the elaborative interrogations. Implications for creating emotional design as well as its effect on learning are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Why the Cells Look Like That – The Influence of Learning With Emotional Design and Elaborative Interrogations

2018

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“…Penggunaan media pembelajaran Macromedia Flash di SMA Kristen Satya Wacana pada kelas eksperimen memperoleh nilai yang tinggi, capaian rata-rata hasil belajar pretest pada kelas eksperimen yaitu 63,5 sedangkan hasil postesat yaitu 84,3. Perbedaan rata-rata hasil belajar tersebut disebabkan karna kelompok siswa yang menggunakan media pembelajaran macromedia flash mampu menumbuhkan rasa ingin tahu dan ketrampilan siswa serta dapat menyajikan materi secara konkret dan mudah dipahami siswa (Kühl, Navratil, & Münzer, 2018).…”

Section: Pembahasanunclassified

Pengaruh Media Pembelajaran Macromedia Flash 8.0 Terhadap Hasil Belajar Biologi Pada Materi Sistem Peredaran Darah Manusia

Nanda

2019

JPS Universitas Muhammadiyah Semarang

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The purpose of this study was to determine whether there was influence of macromedia flash distribution media on learning outcomes in biology in circulatory system material in humans. The research method used is qualitative with the type of experimental research used, namely True experimental with the Control Group's pre-post test Design research design. In this study using two research samples, which were divided into control classes and experimental classes with a sample of 47 students. The results of the research show that there is an influence of macromedia flash learning media on student learning outcomes with the average value in the experimental class is the value of pretest 63.5 while the posttest value is 84.3.

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“…However, the results of comparative studies about the impact of static and dynamic media on students" learning are mixed (Mešić, Dervić, Gazibegović-Busuladžić, Salibašić, & Erceg, 2015). Researchers are still trying to understand under which conditions and why interactive animations can enhance comprehension and learning more than static pictures (Lowe & Schnotz, 2008;Kühl, Navratil, & Münzer, 2018;Sudatha, Degeng, & Kamdi, 2018;Tversky, Morrison, & Betrancourt, 2002).…”

Section: Introductionmentioning

confidence: 99%