Work

Visualizing Feedback: Using Graphical Cues to Promote Self-Regulated Learning - eScholarship

Year: 2011

Type: article

Abstract: We examined whether the addition of graphical cues on a concept map could promote self-regulated learning with online materials.College-aged students were provided with concept map visualizations to guide revisions of a scientific essay.These visualizations varied in their use of two graphical cues: color-coded nodes that indicated error types and size-scaled nodes that indicated the importance of domain ideas.Metacognitive strategies were assessed using students' self-reported visualization use and essay changes.Learning was assessed via true/false items, short answer questions, and self-generated concept maps.Results indicated that colorcoding promoted better revision strategies, and both graphical cues supported deeper understanding of domain content compared to a typical concept map display.Implications are discussed for visual display designs that provide meaningful feedback during online learning.

Source: eScholarship (California Digital Library)

Authors: Lisa Ferrara, Kirsten R. Butcher

Institution: University of Utah

Language: English

Topic: Visual and Cognitive Learning Processes

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: National Science Foundation

Award: Collaborative Research: Enabling Robust Learning with Conceptual Personalization Technologies