Effects of Variations in Learner Control on Children's Curiosity and Learning from Interactive Video (original) (raw)
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CURIOSITY AS AN INFLUENCING VARIABLE IN ACHIEVEMENT IN AN INTERACTIVE LEARNER CONTROL ENVIRONMENT
en.scientificcommons.org
This study investigated the effect of curiosity on learning art education facts and concepts by first-and second-graders in computerbased interactive learner control environments with and without advisement. High-curious subjects, who generally prefer a higher degree of unfamiliarity and uncertainty, were predicted to perform better in either learner control environment than low-curious children. All children regardless of curiosity level were expected to perform better in the advisement condition than in the no-advisement condition. As predicted, a significant difference in achievement scores favored the high-curious children in both conditions. Although there was no main treatment effect, exploratory analyses revealed an unpredicted significant interaction between grade level and treatment. First-graders performed significantly better with advisement than without advisement while second-graders performed better without. Examination of treatment usage data indicated that first-graders followed advisement more than did second-graders.
UNDERSTANDING CHILDREN ’ S LEARNING FROM MULTIMEDIA INSTRUCTION MODEL
The use of multimedia instructions for online learning has become very common particularly with the advances of the Internet technology. Consequently museums around the world utilize such information and communications technology (ICT) tools in order to provide richer learning experiences for their visitors. This paper discusses a study that investigated the relationship between multimedia instructional formats with individual cognitive learning preferences in a museum learning environment. A total of 91 school children age between 10 to 12 years old were randomly assigned into treatment groups based on their cognitive learning ratio. We employed a pre-test post-test quasi experimental design to reveal that general performance of the children exposed to the physical museum exhibits is better than the online museum environment. Although single cognitive learning preferences were evaluated, our findings suggest that analytics perform better than the who lists when exposed to the physical exhibits; whilst the result is reversed for the online exhibits environment. Verbalises were found to be better than visualises in the physical a museum context. Yet they were found to have slight differences when compared to visualises in an online environment. Our findings on the combined cognitive styles (CCS) show that the analytics-visualises mean scores were different between physical and online exhibits, compared to the other three CCS.
Using Instructional Design Strategies To Foster Curiosity. ERIC Digest.
2003
Curiosity is a heightened state of interest resulting in exploration, and its importance in motivating scholarship cannot be ignored. It is also a critical component of creativity, and fostering curiosity and creativity in today's learners is a challenge faced by educators and instructional designers alike. Following a background on the definition of curiosity, this digest presents these instructional design strategies for fostering curiosity: (1) curiosity as a hook: use curiosity as a primary motivator at the beginning of a lesson by starting, for example, with a thought-provoking question or surprising statement; (2) conceptual conflict: introduce a conceptual conflict when possible and learners will feel compelled to explore the conflict until it is resolved; (3) an atmosphere for questions: create an atmosphere where students feel comfortable about raising questions and where they can test their own hypotheses through discussion and brainstorming; (4) time: allow adequate time for exploration of a topic; (5) choices: give students the opportunity for choosing topics within a subject area; (6) curiosity-arousing elements: introduce one or more of the following elements into a lesson to arouse curiosity:incongruity, contradictions, novelty, surprise, complexity, uncertainty; (7) the right amount of stimulation: be aware of the degree of stimulation that is being entered into the learning situation and remember, there are individual differences when it comes to curiosity; (8) exploration: encourage students to learn through active exploration; (9) rewards: allow the exploration and discovery to be its own reward; (10) modeling: model curiosity, ask questions, engage in specific exploration to resolve a question posed, and demonstrate enthusiasm. (Contains 14 references.)
Educational Technology Research and Development, 1990
While educational technologies provide increasing opportunities for interactive exploration in a learning environment, crucial questions remain: Will learners be able to exercise control and effectively regulate their own learning in flexible learning systems? Will they be motivated enough really to explore? Theory and research suggest that learners can and will, if the instructional systems are welldesigned and if the learners are adequately prepared. In this papG the components of learner control, self-regulated learning, and continuing motivation are examined as possible requirements and benefits of effective interactive instruction. A theoretical framework is advanced which illustrates the interdependence and mutual importance of these three components. Educational research in each of these three areas is analyzed, inconsistencies are discussed, and further support is developed for consideration of these components within an instructional situation. Finally, recommendations are offered for future research, to develop further what we know about what makes instruction effective and learners successful.