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Support for self-regulation in learning complex topics from multimedia explanations: do learners need extensive or minimal support?

Abstract: Acquiring complex conceptual knowledge requires learners to self-regulate their learning by planning, monitoring, and adjusting the process but they find it difficult to do so. In one experiment, we examined whether learners need broad systems of support for self-regulation or whether they are also able to learn with more economical support configurations. Eighty-six undergraduate students with little prior domain knowledge learned plate tectonics from a multimedia presentation involving animation with concurrent narration and support in one of four forms: minimal support, two variants of intermediate support, or extensive support. After the presentation, participants solved retention and transfer tests. The results revealed that participants receiving the broadest system of support outperformed those in the other conditions, which did not differ from one another. This means that it is so difficult for learners to self-regulate learning that they need considerable support if they are to learn complex conceptual knowledge.

 Autoría: García Rodicio, H., Sánchez, E., Acuña, S.R.

 Fuente: Instr Sci (2013) 41:539-553

 Editorial: Springer

 Año de publicación: 2013

 Nº de páginas: 14

 Tipo de publicación: Artículo de Revista

 DOI: 10.1007/s11251-012-9243-4

 ISSN: 0020-4277,1573-1952

 Proyecto español: EDU2009-13077

 Url de la publicación: https://doi.org/10.1007/s11251-012-9243-4