Literaturnachweis - Detailanzeige
| Autor/inn/en | Yang, Xiaozhe; Lin, Lin; Wen, Yi; Cheng, Pei-Yu; Yang, Xue; An, Yunjo |
|---|---|
| Titel | Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning |
| Quelle | In: Educational Technology & Society, 23 (2020) 3, S.16-26 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1436-4522 |
| Schlagwörter | Cognitive Ability; Graduate Students; Attention Control; Lecture Method; Pretests Posttests; Learning Processes; Diagnostic Tests; Brain Hemisphere Functions; Scores; Recall (Psychology); Listening Comprehension; Teaching Methods; Foreign Countries; Speech Communication; China |
| Abstract | This study examined how three auditory lectures delivered at different speeds -- normal (1.0x), fast (1.5x) and very fast (3.0x) speeds -- affected the graduate students' attention, cognitive load, and learning that were assessed by pre- and post-comprehension tests, cognitive-load questionnaire, and Electroencephalography (EEG) device. The results showed that there was no significant difference in the students' attention, cognitive load, and learning performance between the normal (1.0x) and 1.5x speed. However, when the auditory lecture speed reached three times of its original speed (3.0x), the students' comprehension scores were significantly lower both in the immediate and (one-week) delayed recall tests, than those in the other two speed conditions. When listening to the lecture at the 3.0x speed, the learners had a higher level of attention and cognitive load. The study provided insights for teaching, instructional design, and learning. (As Provided). |
| Anmerkungen | International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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