Visual displays and contextual presentations in computer-based instruction

Educational Technology Research and Development

Volumn 46, Issue 3, 1998, Pages 37-50

  Park, Ok choon ^a  

^a United States Department of Education   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032350305     PISSN: 10421629     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF02299760     Document Type: Article

References (62)

1. Anderson, J., Reder, L., & Simon, H. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
2. Ash, D.W. (1988). Part versus whole learning: Task separation and reintegration strategies. Unpublished Doctoral Dissertation. University of Michigan, Ann Arbor, Michigan.
3. Baek, Y.K., & Layne, B.H. (1988). Color, graphics, and animation in computer-assisted learning tutorial lesson. Journal of Computer-Based Instruction, 15, 131-135.
4. Bassok, M., & Holyoak, K.J. (1989). Transfer of domain-specific problem solving procedures. Journal of Experimental Psychology. Learning, Memory, and Cognition, 16, 522-533.
5. Bjork, R.A., & Richardson-Klavehn, A. (1989). On the puzzling relationship between environment context and human memory. In C. Izawa (Ed.), Current issues in cognitive processes: The Tulane Flowerree Symposium on Cognition. Hillsdale, NJ: Erlbaum.
6. Brown, A.L. (1994). The advancement of learning. Educational Researcher, 23, 4-12.
7. Brown, A.L., & Campione, J.C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lesson: Integrating cognitive theory and classroom practice, Cambridge, MA: MIT Press, 229-270.
8. Brown, A.S., & Palincsar, A.S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L.B. Resnick (Ed.), Knowing, learnin& and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum, 393-444.
9. Choi, J., & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43, 53-69.
10. Cognition & Technology Group at Vanderbilt, (1990). Anchored instruction and its relationships to situated cognition. Educational Researcher, 19, 1-10.
11. Cognition & Technology Group at Vanderbilt, (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33, 52-70.
12. Collins, A.S., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum, 453-494.
13. diSessa, A.A. (1982). Unlearning Aristotelian physics: A study of knowledge-based learning. Cognitive Science, 6, 37-75.
14. Eich, E. (1985). Context, memory, and integrated item/context imagery. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 764-770.
15. Elio, R. (1986). Representation of similar well-learned cognitive procedures. Cognitive Science, 10, 41-74.
16. Freeman, F.N. (1924). Visual education: A comparative study of motion picture and other methods of instruction. Chicago: The University of Chicago Press.
17. Gentner, D., & Stevens, A.L. (1983), Mental Models. Hillsdale, NJ: Lawrence Earlbaum.
18. Greeno, J.G. (1989). Situations, mental models, and generative knowledge. In D. Klahr & K. Kotovsky (Eds.), Complex information processing (pp. 285-318. Hillsdale, NJ: Lawrence Earlbaum.
19. Johnson-Laird, P.N. (1983). Mental models. Cambridge, MA: Harvard University Press.
20. Kaiser, M.K., Proffitt, D.R., & Anderson, K. (1985). Judgments of natural and anomalous trajectories in the presence and absence of motion. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 795-803.
21. Kieras, D.E. (1988). What mental model should be taught: Choosing instructional content for complex engineering systems. In J. Psotka, L.D. Massey, & S.A. Mutter (Eds.), Intelligent tutoring systems. Hillsdale, NJ: Lawrence Earlbaum.
22. Kieras, D.E., & Bovair, S. (1984). The role of a mental model in learning to operate a device. Cognitive Science, 8, 255-273.
23. Klahr, D., & Carver, S.M. (1988). Cognitive objectives in a LOGO debugging curriculum: Instruction, learning and transfer. Cognitive Psychology, 20, 362-404.
24. Knerr, C.M., Morrison, J.E., Mumaw, R.J., Stein, D.J., Sticha, P.J., Hoffman, R.G., Buede, D.M., & Holding, D.M. (1987). Simulation-based research in part-task training. (Technical Report No. AF HRL-TR-86-12). Brooks Air Force Base, TX: Air Force Human Resources Laboratory.
25. Kosslyn, S.M. (1980). Image and mind. Cambridge, M.A.: Harvard University Press.
26. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
27. Levin, J., & Lesgold, A. (1978). On pictures in prose. Educational Communication and Technology Journal, 26, 233-243.
28. Mane, A.M., Adams, J. A., & Donchin, E. (1989). Adaptive and part-whole training in the acquisition of a complex perceptual-motor skill. Acta Psychologica, 71, 179-196.
29. Mayer, R. (1997). Multimedia learning: Are we asking the right question? Educational Psychologist, 32, 1-19.
30. Mayer, R., & Anderson, R. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
31. Mayer, R., & Anderson, R. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444-452.
32. Mayer, R., Bover, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64-73.
33. Mayer, R., & Gallini, J. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.
34. Mayer, R., & Sims, V.K. (1994). For whom is a picture worth a thousand words? Extension of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.
35. Mayer, R., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-43.
36. Naylor, J.C. (1962). Parameters affecting the relative efficiency of part and whole training methods: A review of literature (Report No. NA VTRADEVCEN 950-1). Port Washington, NY: U. S. Naval Training Device Center.
37. Naylor, J.C., & Briggs, G.E. (1963). Effects of task complexity and task organization on the relative efficiency or part and whole training methods. Journal of Experimental Psychology, 65, 217-224.
38. Newell, K.M., Carlton, M.J., Fisher, A.T., & Rutter, B.G. (1989). Whole-part training strategies for learning the response dynamics of microprocessor driven simulators. ActaPsychologica, 71, 197-216.
39. Norman, D. (1983). Some observations on mental models. In D. Centner & A.L. Stevens (Eds.), Mental Models. Lawrence Earlbaum Associates, Publishers, Hillsdale, NJ.
40. Park, O., & Gittelman, S. (1992). Selective use of animation and feedback in computer-based instruction. Educational Technology Research and Development, 40, 27-38.
41. Park, O., & Gittelman, S. (1995). Dynamic characteristics of mental models and dynamic visual displays. Instructional Science, 23, 303-320.
42. Park, O., & Hopkins, R. (1993). Instructional conditions for using dynamic visual displays: A review. Instructional Science, 22, 1-24.
43. Patrick, J. (1992). Training: Research andpractice. San Diego, CA: Academic Press.
44. Peters, H., & Dalker, K.C. (1982). Graphics and animation as instructional tools: A case study. Pipeline, 7, 11-13.
45. Reder, L.M., & Ritter, F. (1992). What determines initial feeling of knowledge? Familiarity with question terms, not with the answer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 435-451.
46. Reed, S.K. (1985). Effects of computer graphics on improving estimates to algebra word problems. Journal of Educational Psychology, 77, 285-298.
47. Rieber, L.P. (1989). The effects of computer animated elaboration strategies and practice on factual and application learning in an elementary science lesson. Journal of Educational Computing Research, 5, 431-444.
48. Reiber, L.P. (1990a). Using computer animated graphics in science instruction with children. Journal of Educational Psychology, 82, 135-140.
49. Reiber, L.P. (1990b). Animation in computer-based instruction. Educational Technology Research and Development, 38, 77-86.
50. Reiber, L.P., Boyce, M.J., & Assad, C. (1990). The effects of computer animation on adult learning and retrieval tasks. Journal of Computer-Based Instruction, 17, 4652.
51. Reiber, L.P., & Hannafin, M.J. (1988). The effects of textual and animated orienting activities and practice on learning from computer-based instruction. Computers in the Schools, 5, 77-89.
52. Reif, F. (1987). Instructional design, cognition and technology: Applications to the teaching of scientific concepts. Journal of Research in Science Teaching, 24, 309 324.
53. Rigney, J.W., & Lutz, K.A. (1976). Effects of graphic analogies of concepts in chemistry on learning and attitude. Journal of Educational Psychology, 68, 305-311.
54. Schoenfeld, A.H. (1985). Mathematicalproblem solving. New York: Academic Press.
55. Singley, M.K., & Anderson, J.R. (1989). Transfer of cognitive skill. Cambridge, MA: Harvard University Press.
56. Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.S. (1991). Knowledge representation, content specification, and the development of skill in situation specific knowledge assembly: Some constructivist issues as they relate to cognitive flexibility theory and hypertext. Educational Technology, 31, 22-25.
57. Tessmer, M., & Richey, R.C. (1997). The role of context in learning and instructional design. Educational Technology Research and Development, 45, 85-115.
58. White, B.Y. (1984). Designing computer games to help physics students understand Newton's laws of motion. Cognition and instruction, 1, 69-108.
59. White, B.Y., & Frederiksen, J.R. (1990). Causal model progressions as a foundation for intelligent learning environments. Artificial intelligence, 42, 99-157.
60. Wightman, D.C., & Sistrunk, F. (1987). Part-task training strategies in simulated carrier landing final-approach training. Human Factors, 29, 245-254.
61. Woolf, B., Blegan, D., Jansen, J., & Verloop, A. (1986). Teaching a complex industrial process. Philadelphia, PA: National Association of Artificial Intelligence.
62. Wundt, W. (1912). An introduction to psychology. London: G. Allen and Company.