Literaturnachweis - Detailanzeige
| Autor/in | Yang, Hui-Yu |
|---|---|
| Titel | Effects of Dynamic Visualizations Enriched with Visuospatial Cues on Learners' Cognitive Load and Learning Effectiveness |
| Quelle | In: International Journal of Mobile and Blended Learning, 14 (2022) 1, Artikel 73 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| Schlagwörter | Visualization; Visual Stimuli; Spatial Ability; Cues; Cognitive Processes; Difficulty Level; Retention (Psychology); Second Language Learning; English (Second Language); Prior Learning; Schemata (Cognition); Instructional Materials; College Students Visualisation; Visualisierung; Räumliches Vorstellungsvermögen; Stichwort; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Merkfähigkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Vorkenntnisse; Cognition; Schema; Kognition; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Collegestudent |
| Abstract | The present study was to explore whether dynamic visualizations enriched with visuospatial cues can optimize learners' cognitive processing of mechanical systems. The animated conditions and cueing patterns were the independent variables with an attempt to investigate their impacts on retention and transfer tests. Either dynamic or static visualizations with the presence of visuospatial cues served as the instructional material. 238 English as a foreign language (EFL) learners participated in the experiment. The learners were distributed to six groups--either dynamic or static visualizations enriched with non-cue, entity-cues and arrow-entity cues. Their prior knowledge was initially assessed, and then followed by retention and transfer tests and cognitive load measurements. The experimental results suggested that dynamic visualizations enriched with progressive visuospatial cues was more beneficial in helping learners to develop favorable quality of mental models. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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