Hypertext or Textbook: Effects on Motivation and Gain in Knowledge

Autor/inn/en	Conradty, Cathérine; Bogner, Franz X.
Titel	Hypertext or Textbook: Effects on Motivation and Gain in Knowledge
Quelle	In: Education Sciences, 6 (2016), Artikel 29 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Hypermedia; Technology Uses in Education; Educational Technology; Student Motivation; Gender Differences; Self Efficacy; Quasiexperimental Design; Textbooks; Grade 8; Teaching Methods; Computer Assisted Instruction; Computer Assisted Testing; Recall (Psychology); Correlation; Foreign Countries; Science Instruction; Cooperative Learning; Science Tests; Statistical Analysis; Nonparametric Statistics; Germany + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Schulische Motivation; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Textbook; Text book; Schulbuch; Lehrbuch; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Abberufung; Korrelation; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Statistische Analyse; Deutschland
Abstract	Computers are considered innovative in classrooms, raising expectations of increased cognitive learning outcomes or motivation with effects on Deeper Learning (DL). The "new medium", however, may cause cognitive overloads. Combined with gender-related variations in ability, self-efficacy or self-confidence, computers may even diminish learning effects. Our empirical study used a quasi-experimental design and the Intrinsic Motivation Inventory (IMI) to monitor efficacy in knowledge gain and motivation when using computer-aided versus textbook-based educational units. Our sample consisted of 393 eighth graders. One objective focused on gender effects associated with autonomous teacher-assisted learning via interactive software or an appropriate textbook. Both groups finished with a recapitulation with the teacher. A third group concluded a computer-aided lesson with a computer quiz. To provide evidence for DL we tested long-term memory after six weeks and examined its correlation with intrinsic motivation factors. In general, our intervention affected the girls' but not the boys' intrinsic motivation. We recorded significantly higher post-test scores in the textbook-based lesson, but the differences vanished in the retention test. The teacher-assisted consolidation phase increased long-term knowledge and positively intervened with the students' interest. Thus, we found evidence for DL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01