Recognition, Recall and Application of Information Learned about the Human Brain from Two Varying Computer Based Instruction Tasks
Spencer, Fiona H. & Pillay, Hitendra K. (2005) Recognition, Recall and Application of Information Learned about the Human Brain from Two Varying Computer Based Instruction Tasks. In 40th APS Annual Conference, September 2005, Melbourne VIC.
The research entailed a student learning task involving either a ‘static-plus-text’ or an ‘interrelated’ computer-based instructional (CBI) activity about the human brain. Eighty-four Year 8 students from Brisbane participated, working in either of two instruction formats, static-plus-text (n = 44) or interrelated (n = 40) with relatively equal number of girls (51%) and boys (49%). A test of learning, in the form of recognition, recall and application sub-tests, was administered to students following participation in the CBI activity. The test of learning results showed a noteworthy difference between the two instructional formats. When the sub-tests were analysed by instructional format a MANOVA calculation showed a significant difference between the three sub-tests, and the sub-tests by group. Overall, there were major differences between the two instructional formats for the recognition and application sub-tests but not for the recall sub-test. Students in the interrelated instructional group were better at recognising material and at applying the information learned. This research has implications for the design of computer based instructional materials.
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|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2005 Australian Psychological Society|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||10 Oct 2005 00:00|
|Last Modified:||29 Feb 2012 13:10|
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