{"title":"“更少的知识，更好的经验”：用教师生成的图纸考察学习中的专业知识逆转效应","authors":"Yuan Tian, Zhongjian Liu, Hainuo Liu, Min Fang","doi":"10.1111/jcal.13121","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Online videos featuring human-generated drawing are increasingly popular in education. However, their effectiveness may vary depending on learners' prior knowledge, and further research is needed to confirm their advantages over other common instructional videos.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>The primary goal of this study is to investigate the impact of instructional video formats on learners' outcomes and experiences, and to further explore the interaction between video formats and prior knowledge.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>In a 2 × 3 between-subjects design, 144 college students were divided into two groups based on their (high vs. low) prior knowledge levels and then randomly assigned to different video format conditions. Students listened to oral explanations from the instructor while viewing either dynamic instructor hand-drawn diagrams (instructor-generated visuals), dynamic PowerPoint diagrams (PPT visuals), or static diagrams identical to the PPT visuals (static visuals). Finally, we measured learners' outcomes (i.e., retention and transfer scores) and experiences (i.e., emotion and cognitive load).</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Viewing dynamic visuals have a significant facilitating effect on learning compared to static visuals. Moreover, the expertise reversal effect was confirmed. Specifically, for learners with low prior knowledge, the retention test scores and learning experiences of students viewing instructor-generated dynamic visuals outperformed those viewing dynamic PPT visuals and static visuals. For learners with high levels of prior knowledge, no significant differences are observed between the groups. Finally, we found that students' emotional experiences significantly mediated the relationship between instructor-generated visuals and learning outcomes.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>These results indicate that the choice of instructional videos should align with learners' prior knowledge and emphasises the importance of learning experiences.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"‘Less Knowledge, Better Experience’: Examining the Expertise Reversal Effect in Learning With Instructor-Generated Drawings\",\"authors\":\"Yuan Tian, Zhongjian Liu, Hainuo Liu, Min Fang\",\"doi\":\"10.1111/jcal.13121\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Online videos featuring human-generated drawing are increasingly popular in education. However, their effectiveness may vary depending on learners' prior knowledge, and further research is needed to confirm their advantages over other common instructional videos.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>The primary goal of this study is to investigate the impact of instructional video formats on learners' outcomes and experiences, and to further explore the interaction between video formats and prior knowledge.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>In a 2 × 3 between-subjects design, 144 college students were divided into two groups based on their (high vs. low) prior knowledge levels and then randomly assigned to different video format conditions. Students listened to oral explanations from the instructor while viewing either dynamic instructor hand-drawn diagrams (instructor-generated visuals), dynamic PowerPoint diagrams (PPT visuals), or static diagrams identical to the PPT visuals (static visuals). Finally, we measured learners' outcomes (i.e., retention and transfer scores) and experiences (i.e., emotion and cognitive load).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Viewing dynamic visuals have a significant facilitating effect on learning compared to static visuals. Moreover, the expertise reversal effect was confirmed. Specifically, for learners with low prior knowledge, the retention test scores and learning experiences of students viewing instructor-generated dynamic visuals outperformed those viewing dynamic PPT visuals and static visuals. For learners with high levels of prior knowledge, no significant differences are observed between the groups. Finally, we found that students' emotional experiences significantly mediated the relationship between instructor-generated visuals and learning outcomes.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>These results indicate that the choice of instructional videos should align with learners' prior knowledge and emphasises the importance of learning experiences.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 2\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-02-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13121\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13121","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
‘Less Knowledge, Better Experience’: Examining the Expertise Reversal Effect in Learning With Instructor-Generated Drawings
Background
Online videos featuring human-generated drawing are increasingly popular in education. However, their effectiveness may vary depending on learners' prior knowledge, and further research is needed to confirm their advantages over other common instructional videos.
Objectives
The primary goal of this study is to investigate the impact of instructional video formats on learners' outcomes and experiences, and to further explore the interaction between video formats and prior knowledge.
Methods
In a 2 × 3 between-subjects design, 144 college students were divided into two groups based on their (high vs. low) prior knowledge levels and then randomly assigned to different video format conditions. Students listened to oral explanations from the instructor while viewing either dynamic instructor hand-drawn diagrams (instructor-generated visuals), dynamic PowerPoint diagrams (PPT visuals), or static diagrams identical to the PPT visuals (static visuals). Finally, we measured learners' outcomes (i.e., retention and transfer scores) and experiences (i.e., emotion and cognitive load).
Results
Viewing dynamic visuals have a significant facilitating effect on learning compared to static visuals. Moreover, the expertise reversal effect was confirmed. Specifically, for learners with low prior knowledge, the retention test scores and learning experiences of students viewing instructor-generated dynamic visuals outperformed those viewing dynamic PPT visuals and static visuals. For learners with high levels of prior knowledge, no significant differences are observed between the groups. Finally, we found that students' emotional experiences significantly mediated the relationship between instructor-generated visuals and learning outcomes.
Conclusions
These results indicate that the choice of instructional videos should align with learners' prior knowledge and emphasises the importance of learning experiences.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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