An evaluation report of multimedia environments as cognitive learning tools

Evaluation and Program Planning

Volumn 26, Issue 2, 2003, Pages 215-224

  Seel, Norbert M ^a   Schenk, Katharina ^a  

^a UNIVERSITY OF FREIBURG   (Germany)

Author keywords

Causal diagrams; Cognitive apprenticeship; Instructional design; Mental models; Metacognitive training

Indexed keywords

COGNITION; LEARNING; MULTIMEDIA;

EID: 0037407137     PISSN: 01497189     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0149-7189(03)00003-X     Document Type: Article

References (47)

1. Al-Diban, S. (2001). Pädagogische Diagnose mentaler Modelle. Freiburg: Albert-Ludwigs-Universität.
2. Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development, 3(4), 2-16.
3. Baumert, J., Bos, W., & Watermann, R. (1999). (2. Aufl).TIMSS/III. Schülerleistungen in Mathematik und den Naturwissenschaften am Ende der Sekundarstufe II im internationalen Vergleich. Zusammenfassung deskriptiver Ergebnisse. 2. Aufl. Berlin: Max-Planck -Institut für Bildungsforschung.
4. Beck, K. (1993). Dimensionen der ökonomischen Bildung. Messinstrumente und Befunde. Nürnberg: Universität (Abschlussbericht zum DFG-Projekt Wirtschaftskundlicher Bildungs-Test [WBT]. Normierung und internationaler Vergleich).
5. Carlson, H. L. (1991). Learning style and program design in interactive multimedia. Educational Technology Research and Development, 39(3), 41-48.
6. Casey, C. (1996). Incorporating cognitive apprenticeship in multi-media. Educational Technology Research and Development, 44(1), 71-84.
7. Chee, Y. S. (1996). Mind bridges: A distributed, multimedia learning environment for collaborative knowledge building. International Journal of Educational Telecommunications, 2(2/3), 137-153.
8. Collins, A., 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 (pp. 453-494). Hillsdale, NJ: Erlbaum.
9. Craik, K. J. (1943). The nature of explanation. Cambridge: Cambridge University Press.
10. Cronbach, L. J. (1963). Course improvement through evaluation. Teacher College Record, 64, 672-683.
11. Greeno, J. G. (1989). Situations, mental models, and generative knowledge. In M. Klahr, & K. Kotovsky (Eds.), Complex Information Processing, 285-318. Hillsdale, NJ: Erlbaum.
12. Hacker, W., Sachse, P., & Schroda, F. (1998). Design thinking - Possible ways to successful solutions in product development. In P. Badke-Schaub, H. Birkhofer, & E. Frankenberger (Eds.), Designers - The key to successful product development, London: Springer.
13. Hannafin, M. J. (1992). Emerging technologies, ISD, and learning environments: critical perspectives. Educational Technology Research and Development, 40(1), 49-63.
14. Hmelo, C. E., & Guzdial, M. (1996). Of black and glass boxes: Scaffolding for doing and learning. Proceedings of the Second International Conference on the Learning Sciences. Charlottesville, VA: Association for the Advancement of Computers in Education., pp. 128-133.
15. Hoffman, B., & Ritchie, D. (1997). Using multimedia to overcome the problems with problem based learning. Instructional Science, 25(2), 97-115.
16. Järvelä, S. (1995). The cognitive apprenticeship model in a technologically rich learning environment: interpreting the learning interaction. Learning and Instruction, 5(3), 237-259.
17. Jih, H. J., & Reeves, T. C. (1992). Mental models: a research focus for interactive learning systems. Educational Technology Research and Development, 40(3), 39-53.
18. Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge: Cambridge University Press.
19. Johnson-Laird, P. N. (1989). Mental models. In M. I. Posner (Ed.), Foundations of cognitive science (pp.469-499). Cambridge, MA: MIT Press.
20. Jonassen, D. H., Marra, R., & Palmer, B. (2003). Epistemological development: An implicit entailment of constructivist learning environments. In N. M. Seel, & S. Dijkstra (Eds.), Curriculum, plans and processes of instructional design: International perspectives, Mahwah, NJ: Erlbaum.
21. Jonassen, D. H., & Tessmer, M. (1996/1997). An outcomes-based taxonomy for instructional systems design, evaluation, and research. Training Research Journal, 2, 11-46.
22. Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1999). Task analysis methods for instructional design. Mahwah, NJ: Erlbaum.
23. Konrad, K. (1998). Kooperatives lernen bei studierenden: förderung metakognitiver selbstäußerungen und (meta)kognitive profile. Unterrichtswissenschaft, 26(1), 67-87.
24. Kourilsky, M., & Wittrock, M. C. (1992). Generative teaching: an enhancement strategy for the learning of economics in cooperative groups. American Educational Research Journal, 29(4), 861-876.
25. Krohne, H. W. (1977). Kognitive Strukturiertheit als Bedingung und Ziel schulischen Lernens. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 9(1), 54-75.
26. Lajoie, S. P., & Lesgold, A. (1989). Apprenticeship training in the workplace: computer-coached practice environment as a new form of apprenticeship. Machine-Mediated Learning, 3, 7-28.
27. Mayer, R. E. (1989). Models for understanding. Review of Educational Research, 59(1), 43-64.
28. Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communication by minimizing cognitive load. Journal of Educational Psychology, 91(4), 638-643.
29. Niegemann, H. M. (1995). Zum einfluß von modeling in einer computergestützten lernumgebung: quasi-experimentelle untersuchung zur instruktionsdesign-theorie. Unterrichtswissenschaft, 23(1), 75-87.
30. Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 2(1/2), 73-98.
31. Rollett, B., & Bartram, M. (1977). Anstrengungsvermeidungstest (AVT). Braunschweig: Westermann.
32. Ross, S. M., & Morrison, G. R. (1997). Measurement and evaluation approaches in instructional design: Historical roots and current perspectives. In R. D. Tennyson, F. Schott, N. M. Seel, & S. Dijkstra (Eds.), Instructional design: International perspectives (Vol. 1) (pp. 327-351). Theory, research, and models, Mahwah, NJ: Lawrence Erlbaum.
33. Royer, J. M., Cisero, C. A., & Carlo, M. S. (1993). Techniques and procedures for assessing cognitive skills. Review of Educational Research, 63(2), 201-243.
34. Salomon, G. (1979). Interaction of media, cognition and learning. San Francisco: Jossey Bass.
35. Sasse, M. (1991). How to t(r)ap users' mental models. In M. J. Tauber, & D. Ackermann (Eds.), (Vol. 2) (pp. 59-79). Mental models and human-computer interaction, Amsterdam: North-Holland.
36. Schenk, K. (2003). Effekte metakognitives Trainings auf Lernen und Problemlösen. Dresden: Saxoprint.
37. Scriven, M. (1967). In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of curriculum evaluation (Vol. 1) (pp. 39-83). AERA monograph series on curriculum evaluation, Chicago: Rand McNally.
38. Seel, N. M. (1980). Lernerleben im Geschichtsunterricht der Sekundarstufe I. Eine experimentelle Analyse. München: Minerva.
39. Seel, N. M. (1991). Weltwissen und mentale Modelle. Göttingen: Hogrefe.
40. Seel, N. M. (2000). Psychologie des Lernens. München: Reinhardt.
41. Seel, N. M., Al-Diban, S., & Blumschein, P. (2000). Mental models and instructional planning. In J. M. Spector, & T. M. Anderson (Eds.), Integrated and holistic perspectives on learning, instruction and technology: Understanding complexity (pp. 129-158). Dordrecht, NL: Kluwer.
42. Seel, N. M., & Dinter, F. R. (1995). Instruction and mental model progression: learner-dependent effects of teaching strategies on knowledge acquisition and analogical transfer. Educational Research and Evaluation,1, 4-35.
43. Snow, R. E. (1990). New approaches to cognitive and conative assessment in education. International Journal of Educational Research, 14(5), 455-473.
44. Tennyson, R. D., Schott, F., Seel, N. M., & Dijkstra, S. (Eds.), (1997). Instructional design: International perspectives (Vol. 1). Theory, research, and models, Mahwah, NJ: Erlbaum.
45. Wartofsky, M. W. (1979). Models: Representation and the scientific understanding. Dordrecht: Reidel.
46. Weston, C., McAlpine, L., & Bordonaro, T. (1995). A model for understanding formative evaluation in instructional design. Educational Technology Research and Development, 43(3), 29-48.
47. Wild, K. P., & Schiefele, U. (1994). Lernstrategien im studium. Ergebnisse zur faktorenstruktur und reliabilität eines neuen fragebogens. Zeitschrift für Differentielle und Diagnostische Psychologie, 15, 185-200.