提示和反对在超媒体环境中的多会话自我调节学习中的表现的影响
Yurou Wang1,2, Haobo Zhang3,4, Jue Wang1,2
1School of Psychology, Northwest Normal University, Lanzhou 730070, China.
Journal of Intelligence
|July 28, 2023
概括
提示和反显著提高了在超媒体环境中的自我调节学习 (SRL). 在多会话SRL中将提示与延迟反结合起来,可以提高学生的表现和元理解准确性.
科学领域:
- 教育技术的教育技术.
- 认知心理学 认知心理学
- 学习科学 学习科学
背景情况:
- 超级媒体环境对于自我调节学习 (SRL) 是很常见的.
- 在这些环境中提高多会话SRL的有效性需要进一步的研究.
- 了解提示和反的影响对于优化学习至关重要.
研究的目的:
- 调查提示和反对在超媒体环境中的多会话SRL学生表现的影响.
- 为了确定即时和反的组合,包括不同的反时间,提高学习成果.
- 评估对元理解准确性的影响.
主要方法:
- 两个实验涉及高中和中学学生.
- 实验1: 2x2x2混合设计 (提示,反,会话).
- 实验2: 2x3x2混合设计 (提示,反时间,会话).
主要成果:
- 在两个实验中,提示在会话1中提高了性能.
- 在第二次会议中,提示反 (尤其是延迟的) 导致了显著更好的表现.
- 与单独相比,即时反和反的组合提高了元理解的准确性.
结论:
- 结合提示和反比单独使用任何一个用于超媒体中的多会话SRL更有效.
- 延迟反,当与提示相结合时,似乎对以后的学习会话最有益.
- 针对内部反校正的干预措施可以改善数字学习环境中的SRL.
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