Computer-Based Demonstrations in Cognitive Psychology: Benefits and Costs

Autor/inn/en	Copeland, David E.; Scott, Jenna R.; Houska, Jeremy Ashton
Titel	Computer-Based Demonstrations in Cognitive Psychology: Benefits and Costs
Quelle	In: Teaching of Psychology, 37 (2010) 2, S.141-145 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
Schlagwörter	Cognitive Psychology; Learning Experience; Educational Benefits; Textbooks; Learning Activities; Theories; Tests; Computer Assisted Instruction; Student Attitudes; Class Activities; College Instruction; Demonstrations (Educational); Comparative Analysis; Instructional Effectiveness; Undergraduate Students; Teaching Methods; Computer Software; Electronic Learning; Nevada + Suchen Sie Ihr Suchwort? Kognitive Psychologie; Lernerfahrung; Bildungsertrag; Textbook; Text book; Schulbuch; Lehrbuch; Lernaktivität; Theory; Theorie; Examination; Prüfung; Examen; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Hochschullehre; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined the costs and benefits of using demonstrations in an upper level psychology course. For 6 topics, half of the class read a chapter that explained the concept and theoretical explanations for the described effects, and the other half participated in a demonstration in addition to the reading. Students overwhelmingly reported higher enjoyment of their learning experience when they participated in the demonstrations. However, measures of learning based on essays, quizzes, and exam questions showed that students did not always benefit from participating in the demonstrations. In fact, for 2 of the 3 measures, results indicated that participating in the demonstrations significantly worsened performance. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10