Enhancing Learning from Different Visualizations by Self-Explanation Prompts

• DOI: 10.2190/ec.49.1.d
• Publication Date: 2013-10-19T01:15:33Z
• Authors: Lijia Lin; Robert K. Atkinson
• Keywords: Self-Regulated Learning; Learning environment

The purpose of the two experiments was to investigate potential effects different types visualizations and self-explanation prompts on learning human cardiovascular system in a multimedia environment. In Experiments 1 2, 70 44 college students were randomly assigned one four conditions 2 × factorial design with visualization type (animated vs. static) prompting self-explanations (prompts none) as between subjects factors. results Experiment revealed positive effect outcomes. which no-prompts re-designed, partially replicated 1. addition, it significant interaction factors time, outcomes, goal-driven self-explanations. both suggest that instructional designers should pay attention learners' cognitive aspects, utilize combination animated when designing environments.