The effects of linear and network presentation of content on students’ cognitive and affective outputs
Subject Areas : Educational Psychology
Javad
Mwsrabadi
1
(Tabriz)
Keywords: Network Presentation, linear Presentation, Cognitive and affective outputs Soft wares for presenting information,
Abstract :
The present study was an attempt to investigate differential effects of linear and network presentation of content on students’ cognitive and affective outputs. Affective outputs included students ‘views toward the effects of these methods on improving note taking, attention, comprehension, and teaching-learning process. Recall, comprehension, and application/use of learned materials were considered as cognitive outputs. This study was a quasi-experimental research with a pretest-posttest comparison group design. The participants of the study were 110 students of Azarbaijan University of Tarbiat Moallem, who were selected through convenient sampling. To measure the students’ cognitive and affective outputs, the researcher administered an educational-psychological academic achievement test and an attitude scale respectively. The results of the data analyses demonstrated that using Visual Mind software as a way of network presentation of information was significantly more effective than using PowerPoint software as a way of linear presentation of information on recall, one of the cognitive outputs and improving attention and comprehension, as one of the academic affective outputs.
بلوم، بی. اس.، انگلهارت، ام. دی.، فرست، ای. جی.، هی، دبیلیو.اچ.، و کراتول، دی. آر. (1368). طبقه‌بندی هدف‌های پرورشی، کتاب اول حوزه شناختی. (ترجمه علی‌اکبر سیف و خدیجه علی‌آبادی). تاریخ انتشار به زبان اصلی، 1956. تهران: انتشارات رشد.
سیف، علی‌اکبر. (1379). روانشناسی پرورشی. تهران: انتشارات آگاه.
مصرآبادی، جواد.، علوی، الهه.، و استوار، نگار. (1385). مقایسه اثربخشی استفاده از نقشه مفهومی به عنوان یک راهبرد یاددهی-یادگیری در پیشرفت درسی دروس مختلف. چکیده مقالات و طرح‌های نوآورانه در همایش ملی نوآوری‌های آموزشی. تهران: دی ماه1385، مؤسسه پژوهش برنامه‌ریزی درسی و نوآوری‌های آموزشی.
مصرآبادی، جواد.، فتحی‌آذر، اسکندر.، و استوار، نگار.(1384). اثربخشی ارائه، ساخت فردی و ساخت گروهی نقشه مفهومی به عنوان یک راهبرد آموزشی. فصلنامه علمی - پژوهشی نوآوری‌های آموزشی.13، 31-11.
مصرآبادی، جواد.، حسینی‌نسب، داود.، فتحی‌آذر، اسکندر. و مقدم واحد، محمد. (1386). اثربخشی راهبرد یاددهی- یادگیری نقشه مفهومی بر بازده‌های شناختی-عاطفی در یادگیری درس زیست شناسی. مجله روانشاسی دانشگاه تبریز. 8.، 128-103.
Ahmed, C. (1998, November). Power point versus traditional overheads. Which is more effective for learning? Paper presented at the meeting of the South Dakota Association for Health, Physical Education and Recreation, Sioux Falls, South Dakota.
Akinsanya, C., & Williams, M. (2004). Concept mapping for meaningful learning. Nurse Education Today, 24, 41-46.
All, C. A., Huycke, L. I., & Fisher, M.J. (2003). Instructional tools for nursing education: Concept maps. Nursing Education Perspectives, 24(6), 311-317.
Atkins-Sayre, W., Hopkins, S., Mohundro, S., & Sayre, W. (1998, November). Rewards and liabilities of presentation software as an ancillary tool: Prison or paradise? Paper presented at the National Communication Association Eighty Fourth Annual Convention, New York.
Bartlett, R. M., & Strough, J. (2003). Multimedia versus traditional course instruction in introductory social psychology. Teaching of Psychology, 30(4), 335–338.
Beets, S. D., & Lobingier, P. G. (2001). Pedagogical techniques: student performance and preferences. Journal of Education for Business, 76, 231–235.
Brewster, J. (1996). Teaching abnormal psychology in a multimedia classroom. Teaching of Psychology, 23(4), 249–252.
Chastonay, Ph., Papart, J. P., Laporte, J. D., Praplan, G., Brenner, E., Walker, F., Rougemont, A., Guilbert, J. J, & Lagoutte, J. (1999). Use of concept mapping to define learning objectives in a master of public health program. Teaching and Learning in Medicine, 11(1), 21-25.
Coleman, E. B. (1998). Using explanatory knowledge during collaborative problem solving in science. Journal of the Learning Science, 7, 387-427.
Erwin, T. D., & Rieppi, R. (1999). Comparing multimedia and traditional approaches in undergraduate psychology classes. Teaching of Psychology, 26(1), 58–61.
Grabe, M., & Grabe, C. (1998). Integrating Technology for Meaningful Learning (2d ed). USA: Houghton Millifin Company.
Horton, P. B., McConny, A. A., Gallo, M., Woods, A. L., & Hamelton, O. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111.
Hughes, G. & Hay, D. B. (2001). Use of concept mapping to integrate the different perspectives of designers and other stakeholders in the development of e-learning materials. British Journal of Educational Technology. 32 (5), 557-569
Kinchin, I. M. (2006). Concept mapping, PowerPoint and a pedagogy of access. Journal of Biological Education, 40(2), 79-83.
Kinchin, I. M. and Alias, M. (2005). Exploiting variations in concept map morphology as a lesson-planning tool for trainee teachers in higher education. Journal of In-service Education, 32(2), 363 – 385.
Lee, Y., & Nelson, D. W. (2005). Viewing or visualizing – Which concept map strategy works best on problem-solving performance?British Journal of Educational Technology, 36, 193-203.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mitchell, D. & Hutchinson, C.J. (2003). Using graphic organizers to develop the cognitive domain in physical education.Journal of Physical Education, 74(9), 42-47.
Murray, B. (2001). Technology invigorates teaching, but is the pizzazz worth the price? APA Monitor. 30(4), 1, 36–37.
Novak, J.D. (1993). How do we learn our lesson? Taking students through the process. TheScience Teacher, 60, 50–55.
O'Donnell, A. M., Reeve, J., & Smith, J. K. (2007). Educational Psychology: Reflection for Action. USA: John Wiley & Sons, Inc.
Ojima, M. (2006). Concept mapping as pre-task planning: A case study of three Japanese ESL writers. System, 34, 566–585.
Okebukola, P. A. (1990). Attaining meaningful learning of concepts in genetics and ecology: An examining technique. Journal of Research in Science Teaching, 27, 493-504.
Paivio, A. (1991). Dual coding theory: retrospect and current status. Canadian Journal of Psychology, 45(3), 255-287.
Potelle, H., & Rouet, J. F. (2003). Effects of content representation and readers’ prior knowledge on the comprehension of hypertext.International Journal of Human-Computer Studies, 58, 327-345.
Roth, W.M. & Roychoudhury, A. (1993) the concept map as a tool for the collaborative construction of knowledge: a microanalysis of high school physics students. Journal of Research in Science Teaching, 30, 503–534.
Roth, W.M. & Roychoudhury, A. (1993) the concept map as a tool for the collaborative construction of knowledge: a microanalysis of high school physics students. Journal of Research in Science Teaching, 30, 503–534.
Schnotz, W. (2002). Towards an integrated view of from text and visual displays. Educational Psychology Review, 14, 101-120.
Shern, D., Trochim, W.M., & LaComb, C.A. (1995). The use of concept mapping for assessing fidelity of model transfer: An example from psychiatric rehabilitation. Evaluation and Program Planning, 18, 143–153.
Stensvold, M. S., & Wilson, J. T. (1990). The interaction of verbal ability with concept mapping in learning from a chemistry laboratory activity. Science Education, 74, 4, 473–480.
Szabo, A., & Hastings, N. (2000). Using IT in the undergraduate classroom: should we replace the blackboard with PowerPoint? Computers and Education, 35, 175–187.
Trochim, W. M. (1989). An introduction to concept mapping for planning and evaluation. Evaluation and Program Planning,12, 1–16.
Wang, W. M., Cheung, C. F., Lee, W. B., & Kwok, S. K. (2008). Self-associated concept mapping for representation, elicitation and inference of knowledge. Knowledge-Based, 21(1), 52-61
Wang, W. M., Cheung, C. F., Lee, W. B., & Kwok, S. K. (2008). Self-associated concept mapping for representation, elicitation and inference of knowledge. Knowledge-Based, 21(1), 52-61
Ward, T. (2003). I watched in dumb horror. Education Guardian. May 20. Available online at: http://education.guardian.co.uk/egweekly/story/0,5500,959058, 00.html
Wena, M. L., Tsai, C., Linc, H. & Chuang, S. (2004). Cognitive – metacognitive and content –technical aspect of constructivism internet-based learning environments: A LISREL analysis. Computer & Education, 43(3), 237-248.
Willerman, M., & MacHarg, R. A. (1991). The concept map as an organizer. Journal of Research in Science Teaching, 28, 705-711.
Zhang, J. (1997). The nature of external representations in problem solving. Cognitive Science, 21, 179-217.