Web-based training and the roles of self-explaining, mental effort, and smartphone usage

Hefter MH (2021)
Technology, Knowledge and Learning 16: 16 Seiten.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Abstract / Bemerkung
The rising prevalence of online courses and ubiquitous smartphone use pose challenges to researchers and instructors. Open questions concern the effectiveness of digital interventions under unsupervised non-lab conditions, as well as potential associations between interruptions, smartphone usage, and learning. We experimentally tested a web-based training intervention based on video examples and self-explanation prompts with 53 undergraduate teacher students (training condition, n = 27 versus control condition, n = 26). Despite the unsupervised non-lab conditions with potential distractions and interruptions, we found the expected effect on learning outcomes. More interestingly, this effect was completely mediated by self-explanation quality. Furthermore, the effect of self-explanation quality on declarative knowledge was moderated by the number of interruptions during the web-based learning. Moreover, we implemented a simple yet valid method to assess the learners’ mean daily smartphone usage time. To do that, we relied on logging-functions most smartphones already have preinstalled. We detected moderate, negative correlations between the learners’ mean daily smartphone usage and their task engagement (i.e., mental effort and lack of interruptions) during our intervention. Our findings emphasize how effective it is to self-explain video examples, and how important it is to not get interrupted during web-based learning.
Stichworte
Web-based learning; Training intervention; Self-explaining; Mental effort; Smartphone usage; Task engagement
Erscheinungsjahr
2021
Zeitschriftentitel
Technology, Knowledge and Learning
Band
16
Seite(n)
16 Seiten
ISSN
1382-3892
Finanzierungs-Informationen
Open-Access-Publikationskosten wurden durch die Universität Bielefeld im Rahmen des DEAL-Vertrags gefördert.
Page URI
https://pub.uni-bielefeld.de/record/2957102

Zitieren

Hefter MH. Web-based training and the roles of self-explaining, mental effort, and smartphone usage. Technology, Knowledge and Learning. 2021;16:16 Seiten.
Hefter, M. H. (2021). Web-based training and the roles of self-explaining, mental effort, and smartphone usage. Technology, Knowledge and Learning, 16, 16 Seiten. https://doi.org/10.1007/s10758-021-09563-w
Hefter, Markus Herbert. 2021. “Web-based training and the roles of self-explaining, mental effort, and smartphone usage”. Technology, Knowledge and Learning 16: 16 Seiten.
Hefter, M. H. (2021). Web-based training and the roles of self-explaining, mental effort, and smartphone usage. Technology, Knowledge and Learning 16, 16 Seiten.
Hefter, M.H., 2021. Web-based training and the roles of self-explaining, mental effort, and smartphone usage. Technology, Knowledge and Learning, 16, p 16 Seiten.
M.H. Hefter, “Web-based training and the roles of self-explaining, mental effort, and smartphone usage”, Technology, Knowledge and Learning, vol. 16, 2021, pp. 16 Seiten.
Hefter, M.H.: Web-based training and the roles of self-explaining, mental effort, and smartphone usage. Technology, Knowledge and Learning. 16, 16 Seiten (2021).
Hefter, Markus Herbert. “Web-based training and the roles of self-explaining, mental effort, and smartphone usage”. Technology, Knowledge and Learning 16 (2021): 16 Seiten.
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OA Open Access
Zuletzt Hochgeladen
2022-09-01T11:28:45Z
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943b643e046a6a50e2878a28454a4ba2

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