Can verbalisers learn as well as visualisers in simulation-based CAL with predominantly visual representations? Preliminary evidence from a pilot study

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題名:	Can verbalisers learn as well as visualisers in simulation-based CAL with predominantly visual representations? Preliminary evidence from a pilot study
作者:	劉子鍵;Liu, Tzu-Chien;Kinshuk;Lin, Yi-Chun;Wang, Ssu-Chin
貢獻者:	文學院學習與教學研究所
關鍵詞:	CAI;Cognitive Style;Computer Assisted Instruction;Computer Simulation;Differences;Education;Educational Environment;Educational technology;Foreign Countries;Interviews;Learning;Learning Processes;Learning Strategies;Materials selection;Online instruction;Pretests Posttests;Protocol Analysis;Representations;Simulation;Statistics;Students;Taiwan;Teaching Methods;Undergraduate Students;Visual;Visual Aids
日期:	2012-11-01
上傳時間:	2026-04-23 14:29:37 (UTC+8)
出版者:	Wiley-Blackwell Publishing Ltd;Oxford, UK: Blackwell Publishing Ltd
摘要:	摘要： Simulation‐based computer‐assisted learning (CAL) is emerging as new technologies are finding a place in mainstream education. Dynamically linked multiple representations (DLMRs) is at the core of simulation‐based CAL. DLMRs includes multiple visual representations, and it enables students to manipulate one representation and to immediately receive feedback from others. An interesting and important research question is whether verbalisers, who prefer to process verbal material, have similar learning performance and learning features as visualisers, who prefer to process visual material. To answer this question, 28 undergraduate students were selected as participants from the 855 undergraduate students who were initially tested with the style of processing scale (SOP). They were representative of either visualisers or verbalisers (students who scored upper 10% and lower 10% on the SOP). A study was conducted using an experimental design that included pre‐ and posttest and thinking‐aloud methods. Simulation‐Assisted Learning Statistics (SALS) was adopted as the learning environment for both groups. The analysis results are based on the data of 25 participants because three participants had trouble thinking aloud while using SALS. The results indicated that the visualisers and verbalisers did not differ significantly in their learning performance, but they did exhibit significantly different learning features in their use of DLMRs, their methods of reading learning guides and their learning strategies. Additionally, the learning features of the verbalisers explained why their learning performance was similar to that of the visualisers. Finally, this study provides recommendations for future applications and studies of simulation‐based CAL. Practitioner Notes What is already known about this topic • Simulation‐based computer‐assisted learning (CAL) is useful for conceptual learning and is increasingly being applied in many educational fields. • Visual‐verbal is one important dimension of cognitive styles. • A number of studies have examined the learning performance of visualisers and verbalisers using learning materials that emphasise either visual or verbal representations; however, the results are mixed. What this paper adds • Investigating the differences between the learning effects of visualisers and verbalisers after learning with simulation‐based CAL. • Investigating the learning process features of visualisers and verbalisers when learning with simulation‐based CAL. • Investigating the differences between visualisers' and verbalisers' learning features when learning with simulation‐based CAL. Implications for practice and/or policy • Practitioners could use simulation‐based CAL in teaching statistical concepts. • Practitioners should consider the learning features of visualisers and verbalisers when they are learning with simulation‐based CAL. • Practitioners should try to develop and use targeted instruction that is developed based on the learning strategies to enhance visualisers' and verbalisers' learning effects. 出版者： Oxford, UK: Blackwell Publishing Ltd 出版日期： 2012-11 出處： British journal of educational technology, 2012-11, Vol.43 (6), p.965-980 資源來源： Education Resources Information Center (ERIC) 版權： 2011 The Authors. British Journal of Educational Technology © 2011 BERA 版權： British Educational Research Association © 2012 BERA 識別號： ISSN: 0007-1013 識別號： EISSN: 1467-8535 識別號： DOI: 10.1111/j.1467-8535.2011.01262.x 識別號： CODEN: BJETAH
顯示於類別:	[學習與教學研究所 ] 期刊論文

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