Information presentation and troubleshooting in electrical circuits
Year: 2004
Type: article
Abstract: While learning a complex skill in science using a computer‐based simulation, optimal timing of information presentation facilitates learning and enhances test performance. An optimal information presentation format is proposed: supportive information is presented before practising a skill, and procedural information is presented during practice. Four information presentation formats were compared in a factorial design with the factors timing of supportive information (before or during task practice) and timing of procedural information (before or during task practice). Eighty‐eight third‐year high school students (37 male, 51 female; mean age = 14 years, standard deviation = 0.52) participated in the experiment. Information searching behaviour and transfer test performance were studied. The information searching behaviour confirms the hypothesis. Findings on the transfer test are less clear due to a bottom effect.
Institution: Open University of the Netherlands
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2152076757