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Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations
ARTICLE

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Computers & Education Volume 55, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study investigated whether learners construct more accurate mental representations from animations when instructional explanations are provided via narration than when learners attempt to infer functional relations from the animation through self-explaining. Also effects of attention guidance by means of cueing are investigated. Psychology students were given retention, inference, and transfer tests after studying a cued or an uncued animation of the cardiovascular system with learner-generated self-explanations or with externally provided instructional explanations. Results indicated that cued animations were more effective than uncued animations. Furthermore, results on retention and transfer indicated no differences between self-explaining and providing instructional explanations, but instructional explanations accompanying animations led to higher inference scores. It is concluded that whether explanations are generated or presented may be less important than the provision of cues that enable focused processing of presented or produced explanations.

Citation

de Koning, B.B., Tabbers, H.K., Rikers, R.M.J.P. & Paas, F. (2010). Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations. Computers & Education, 55(2), 681-691. Elsevier Ltd. Retrieved November 15, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.02.027

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