Instructional Efficiency of Integrated and Separated Text with Animated Presentations in Computer-Based Science Instruction

Autor/inn/en	Kablan, Z.; Erden, M.
Titel	Instructional Efficiency of Integrated and Separated Text with Animated Presentations in Computer-Based Science Instruction
Quelle	In: Computers & Education, 51 (2008) 2, S.660-668 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2007.07.002
Schlagwörter	Instructional Effectiveness; Science Instruction; Animation; Computer Assisted Instruction; Instructional Design; Grade 7; Foreign Countries; Elementary School Students; Efficiency; Learning Processes; Science Achievement; Performance; Performance Factors; Difficulty Level; Educational Technology; Multimedia Instruction; Private Schools; Turkey + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Effectiveness; Effektivität; Wirkungsgrad; Learning process; Lernprozess; Achievement; Leistung; Leistungsindikator; Schwierigkeitsgrad; Unterrichtsmedien; Multimediales Lernen; Private school; Privatschule; Türkei
Abstract	This study deals with the instructional efficiency of integrating text and animation into computer-based science instruction. The participants were 84 seventh-grade students in a private primary school in Istanbul. The efficiency of instruction was measured by mental effort and performance level of the learners. The results of the study showed that processing integrated text and animation format in computer-based science instruction requires less mental effort than the separated format, and that the performance of the students in the group with integrated presentation format group is higher than that of students in the group with separated presentation format. Instructional efficiency of the integrated presentation group was found to be higher than that of the separated presentation group. Finally, there was no difference between the two groups for instructional time. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10