Stiller, K. (2003) Learning strategies and achievement in computer-based knowledge acquisition. PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 50 (3). pp. 258-269. ISSN 0342-183X
Full text not available from this repository.Abstract
The relation between learning strategies and performance was investigated using four computerized learning programs on a physiological topic. The assumption was that the layout of a learning medium influences the kind of learning processes employed. Two physiology texts were coached in either of two information access modes (by indexes vs. picture parts) and either of two presentation modes (written vs. written and spoken). Altogether 7 1 students, 17 resp. 18 for each combination, studied with these programs. Multiple regressions with backward eliminations were calculated with prior knowledge and learning strategies, as assessed by a questionnaire, as predictors and text or picture knowledge as criteria. Fourteen out of 16 regression models significantly explained between 54% and 88% of the variances with prior knowledge being the most powerful predictor. Models with general strategies as predictors referred mainly to resource (attention and effort) management and were similar for all program groups. Only learning programs with pictorial access or spoken text induced other learning strategies than just rehearsal.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | ILLUSTRATIONS; TEXT; computer-based learning; learning strategies; text-supported learning; picture-supported learning |
| Subjects: | 100 Philosophy & psychology > 150 Psychology |
| Divisions: | Human Sciences > Institut für Psychologie |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 05 Aug 2021 10:47 |
| Last Modified: | 05 Aug 2021 10:47 |
| URI: | https://pred.uni-regensburg.de/id/eprint/39537 |
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