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作者 Hsiao, E-Ling
書名 The effectiveness of worked examples associated with presentation format and prior knowledge: A web-based experiment
國際標準書號 9781109708356
book jacket
說明 231 p
附註 Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1272
Adviser: David R. Moore
Thesis (Ph.D.)--Ohio University, 2010
The aim of this study is to explore whether presentation format and prior knowledge affect the effectiveness of worked examples. The experiment was conducted through a specially designed online instrument. A 2X2X3 factorial before-and-after design was conducted. Three-way ANOVA was employed for data analysis. The result showed first, that prior knowledge, gender and class year had some impacts on the effectiveness of worked examples, so individual differences needs to be considered while designing worked example instruction. Second, the expert reversal effect (Kalyuga et al, 2001) was confirmed by one of findings in the study. When worked example instruction was provided, the higher prior knowledge level groups reported lower cognitive load by viewing the text-only presentation format; in contrast, the low prior knowledge level group reported lower cognitive load by viewing the text-plus-graphic presentation format. It indicated novices might need more detailed guidance in worked example instruction. Third, the study discovered that the low prior knowledge level group reported lower cognitive load by viewing the text-plus-graphic worked examples instead of text-only worked examples. It indicated that integrating text and graphics in worked examples might help novice learn better. Lastly, the findings of the study showed that high prior knowledge level group performed better on the posttest by using worked examples than general statement. The study indicated that worked examples may not only benefit novices as previous studies addressed (Crissman, 2006; Kalyuga, et al., 1998), it may also work for experts
School code: 0167
Host Item Dissertation Abstracts International 71-04A
主題 Education, Technology of
Education, Curriculum and Instruction
0710
0727
Alt Author Ohio University. Department of Educational Studies
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