動的システム理解における情報提示様式の効果に関する研究  [in Japanese] The role of information presentation style in understanding a mechanical system  [in Japanese]

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Abstract

本研究は,静止画を提示しながら学習を進める場合,提示様式の違いが,内容理解に影響するかどうかについて検討した。具体的には,[一覧提示]と[連続提示]の2つの提示様式を設定し, 73名の中学生を対象に,「水洗トイレタンクの仕組み」を学習する場面を実験的に構成し,学習後の理解を測定した。その結果,提示様式の違いは,用語再生など,低次レベルのテキスト理解には影響しないが,推論導出などの,高次レベルのテキスト理解に影響することが示された。また,中学生のなかでも,特に効率的な情報処理が困難な学習者の場合,連続提示が促進的に機能することが明らかになった。以上より,文章が示す状況モデルを自発的に構築することが不得手な学習者にとっては,連続提示様式が有効であることが示唆された。

The effects of different presentation styles on learners' understanding are examined in a study of 73 junior high school students who learned the mechanical system of a toilet tank, which was presented with static diagrams and text. They were divided into three groups. Group 1 was shown four sets of the explanation of the mechanism on one sheet (whole presentation style); Group 2 was presented the explanation with four separate sheets shown sequentially (continuous presentation style) ; Group 3 (control group) was given the whole explanation on one sheet Although no evidence was found that any one presentation style led to superior performance than others concerning the retention of simple facts such as the names of parts, Group 2 produced significantly more inferences than the other two in inference tests. The results indicate that the continuous presentation style could be most effective when the instructional goal is to help learners understand how mechanical system works. Particularly this could be true to low working memory learners.

Journal

  • Japnese Journal of Educational Media Research

    Japnese Journal of Educational Media Research 14(2), 45-54, 2008

    Japan Association for Educational Media Study

Codes

  • NII Article ID (NAID)
    110009780623
  • NII NACSIS-CAT ID (NCID)
    AA11144471
  • Text Lang
    JPN
  • ISSN
    1340-9352
  • NDL Article ID
    9619022
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-B545
  • Data Source
    NDL  NII-ELS  J-STAGE 
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