The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

Autor/inn/en	Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz , Sarah Jayne
Titel	The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment
Quelle	In: Journal of Science Education and Technology, 22 (2013) 6, S.993-1003 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-013-9445-9
Schlagwörter	Science Instruction; Chemistry; Knowledge Level; Scientific Concepts; Computer Assisted Instruction; Teaching Methods; Multiple Choice Tests; Learning Activities; Grade 9; Pretests Posttests; Multimedia Instruction; Control Groups; Comparative Analysis; Experimental Groups; Instructional Effectiveness; Learning Processes + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Wissensbasis; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lernaktivität; School year 09; 9. Schuljahr; Schuljahr 09; Multimediales Lernen; Unterrichtserfolg; Learning process; Lernprozess
Abstract	The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text and figures without any additional tasks. Participants were 196 ninth-grade students who learned with a self-developed multimedia program in a pretest-posttest control group design. Research results reveal that gap-fill and matching tasks were most effective in promoting knowledge acquisition, followed by multiple-choice tasks, and no tasks at all. The findings are in line with previous research on this topic. The effects can possibly be explained by the generation-recognition model, which predicts that gap-fill and matching tasks trigger more encompassing learning processes than multiple-choice tasks. It is concluded that instructional designers should incorporate more challenging study tasks for enhancing the effectiveness of computer-based learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10