Role of interactivity in learning from engineering animations

Resumo

This study examines the pedagogic value of incorporating sophisticated interactivity features into lessons on hand-held devices. Engineering students (Experiment 1) and non-engineering college students (Experiment 2) spent 5min studying an animation showing a six-step maintenance procedure for a mechanical device called a Power Take-Off presented on an iPad. In both experiments, students who received high interactivity (i.e., rotation through dragging movements and zoom through pinching movements) reported higher interest but did not show better learning as compared to the low interactivity group (i.e., pause and continue buttons on the touch screen) or no interactivity group. Across two experiments, the interactivity hypothesis was supported in terms of increased interest but not supported in terms of improved learning. Thus, there was not support for the idea that increasing situational interest through high levels of interactivity primes deeper learning processes that produce better learning outcomes. Copyright (c) 2015 John Wiley & Sons, Ltd.

Ficha do documento

Tipo

Artigo científico

Ano

2015

Instituição

Wiley-Blackwell

Fonte

Repositório da FGV

Idioma

Inglês

Acesso

Acesso restrito

DOI

10.1002/acp.3137

Identificador

oai:repositorio.fgv.br:10438/23484

Temas

DadosEducação

Palavras-chave

PsicologiaEducação - Processamento de dadosComputadores