Active Ingredients and Factors for Deep Processing during an Example-Based Training Intervention

Autor/inn/en	Hefter, Markus H.; Berthold, Kirsten
Titel	Active Ingredients and Factors for Deep Processing during an Example-Based Training Intervention
Quelle	In: Learning Environments Research, 25 (2022) 1, S.17-39 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hefter, Markus H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-020-09347-6
Schlagwörter	Foreign Countries; Secondary School Students; Educational Environment; Student Educational Objectives; Learning Processes; Training; Intervention; Technology Uses in Education; Video Technology; Prompting; Germany + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning process; Lernprozess; Ausbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerführung; Deutschland
Abstract	In two experiments with German secondary school students (N[subscript 1] = 43; N[subscript 2] = 41), we aimed to analyze and optimize an effective learning environment. We sought further active ingredients and crucial factors for deep processing during an example-based training intervention, which consisted mainly of video examples and self-explanation prompts. In Experiment 1, we analyzed whether presenting learning goals influenced learning processes (i.e. mental effort and self-explanation quality) and learning outcomes (i.e. declarative knowledge about argumentation). In Experiment 2, we examined the role of the ratio between the number of self-explanation and practice tasks. Both experiments revealed that learners highly improved their declarative knowledge on argumentation. These effects remained stable after 2 and 3 weeks--regardless of whether learning goals had been presented or the ratio between self-explanation and practice tasks. Furthermore, mental effort and the Need for Cognition (NFC) were identified and discussed as crucial factors for deep processing the given examples and for the knowledge gain from pretest to delayed posttests. Presenting learning goals reduced mental effort, albeit at the expense of beneficial cognitive processing of the given examples. Finally, NFC contributed to learners' mental engagement not only during but also after the training intervention. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01