Effective and Efficient Acquisition of Argumentation Knowledge by Self-Explaining Examples: Videos, Texts, or Graphic Novels?

Autor/inn/en	Hefter, Markus H.; ten Hagen, Inga; Krense, Claudia; Berthold, Kirsten; Renkl, Alexander
Titel	Effective and Efficient Acquisition of Argumentation Knowledge by Self-Explaining Examples: Videos, Texts, or Graphic Novels?
Quelle	In: Journal of Educational Psychology, 111 (2019) 8, S.1396-1405 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000350
Schlagwörter	Instructional Effectiveness; Efficiency; Persuasive Discourse; Demonstrations (Educational); Video Technology; Cartoons; Novels; College Students; Learning Processes; Knowledge Level; Time on Task; Authentic Learning; Difficulty Level; Psychology; Foreign Countries; Preferences; Computer Assisted Instruction; Written Language; Germany + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Effectiveness; Effektivität; Wirkungsgrad; Persuasion; Persuasive Kommunikation; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Zeichentrickfilm; Novel; Roman; Collegestudent; Learning process; Lernprozess; Wissensbasis; Zeitaufwand; Schwierigkeitsgrad; Psychologie; Ausland; Computer based training; Computerunterstützter Unterricht; Geschriebene Sprache; Deutschland
Abstract	A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N[subscript 1] = 57; N[subscript 2] = 43). The students acquired argumentation knowledge by self-explaining different types of worked examples. In Experiment 1, we compared video-based examples with written examples, and in Experiment 2, we compared video-based examples with graphic novel-based examples. Regardless of the examples' presentation mode, we observed similar learning processes (i.e., invested mental effort and self-explanation quality) as well as a large effect on learning outcomes (i.e., conceptual knowledge about argumentative principles). Although they appear similarly effective, we found learning by self-explaining written examples and by self-explaining graphic novels to be less time consuming and, thus, more efficient than learning by self-explaining video examples. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01