| Autor: |
Dornisch, Michele M., Sperling, Rayne A. |
| Předmět: |
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| Zdroj: |
International Journal of Instructional Media; 2004, Vol. 31 Issue 1, p49-59, 11p |
| Abstrakt: |
University students volunteered to read web-delivered text. Participants were randomly assigned to a repetition control, a factual question, or an elaborative interrogation condition. After reading, participants answered free recall and factual recognition tests with items of varying levels and returned one week later for repeated testing. Means across conditions indicated limited support for Mayer's SOI theory. Support for the elaborative interrogation strategy, designed to facilitate integration of to-be-learned information, was indicated in the recall of information after a one-week delay. Support for the factual questions as a means to promote selection was found at immediate testing. The current study extends research on the efficacy of the elaborative interrogation strategy to computer-delivered text materials and draws connections with other research that examines the benefits of supplements to text. Suggestions for future research and practice are provided. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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