000			02427nam a2200241Ia 4500
008			180926s2016 xx 000 0 und d
040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aFiorella, Logan.
245		0	_aEffects of observing the instructor draw diagrams on learning from multimedia messages / _cLogan Fiorella, Richard E. Mayer
260			_cMay 2016
336			_atext
337			_aunmediated
338			_avolume
440			_n108 : 4, page 528-546 _aJournal of Educational Psychology
520			_aIn 4 experiments, participants viewed a short video-based lesson about how the Doppler effect works. Some students viewed already-drawn diagrams while listening to a concurrent oral explanation, whereas other students listened to the same explanation while viewing the instructor actually draw the diagrams by hand. All students then completed retention and transfer tests on the material. Experiment 1 indicated that watching the instructor draw diagrams (by viewing the instructor's full body) resulted in significantly better transfer test performance than viewing already-drawn diagrams for learners with low prior knowledge (d = 0.58), but not for learners with high prior knowledge (d = −0.24). In Experiment 2, participants who watched the instructor draw diagrams (by viewing only the instructor's hand) significantly outperformed the control group on the transfer test, regardless of prior knowledge (d = 0.35). In Experiment 3, participants who watched diagrams being drawn but without actually viewing the instructor's hand did not significantly outperform the control group on the transfer test (d = −0.16). Finally, in Experiment 4, participants who observed the instructor draw diagrams with only the instructor's hand visible marginally outperformed those who observed the instructor draw diagrams with the instructor's entire body visible (d = 0.36). Overall, this research suggests that observing the instructor draw diagrams promotes learning in part because it takes advantage of basic principles of multimedia learning, and that the presence of the instructor's hand during drawing may provide an important social cue that motivates learners to make sense of the material.
521			_aPsychology.
650			_aEmbodiment.
650			_aMultimedia learning.
650			_aObservational learning.
650			_aSocial agency.
942			_2lcc _cA
998			_c82312 _d140675
999			_c78854 _d78854