DOI

  • Marc Rodemer
  • Julia Eckhard
  • Nicole Graulich
  • Sascha Bernholt
Research in science education agrees that one of the key challenges of learners in the discipline is certainly connecting domain-specific representations to the underlying concepts. One way of supporting students to make applicable connections is using purposefully designed highlighting techniques in multimedia instructions. In order to examine the influence of different highlighting techniques on learning, 171 chemistry undergraduate students were provided with tutorial videos either with static, dynamic or without highlighting. The results show that students viewing tutorial videos with dynamic highlighting gave more sophisticated answers in direct retention tasks. Furthermore, results indicate that low prior knowledge is compensated by both static and dynamic highlighting techniques. This finding is supported by causal mediation analysis, which indicates that the effect of prior knowledge is moderated by the different highlighting techniques. Besides student learning outcomes, students’ evaluation of the different tutorial videos shows significant benefits of the highlighted instructions in terms of perceiving higher comprehensibility. The results support the use of appropriate highlighting techniques in instructional formats to foster a stronger link between conceptual knowledge and representations.
OriginalspracheEnglisch
ZeitschriftInternational Journal of Science Education
Jahrgang43
Ausgabenummer17
Seiten (von - bis)2707–2728
Seitenumfang22
ISSN0950-0693
DOIs
PublikationsstatusVeröffentlicht - 11.2021

    Fachgebiete

  • Fachliches Lernen im vorschulischen und schulischen Bereich

ID: 1688466