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Learning across media in a second language. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00652-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
AbstractThe present study investigated the impact of the medium on learning in L2. Specifically, learning performances from L2 material were compared across three media: text, video, and subtitled video. The participants were 126 undergraduate students who were randomly assigned across three conditions: a text condition, a video condition, and a subtitles condition. First, students were asked to complete three questionnaires on control variables. Second, students were asked to read/watch a learning material and answer comprehension, recall, transfer, and calibration questions twice: immediately and a week after. Results reveal that the participants in the video condition outperformed those in the text condition in delayed comprehension and recall. Overall, learning performances were substantially equivalent across media when assessed immediately after processing the material, but subtitled videos had the potential to boost deeper learning performances only in highly skilled learners.
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Seger BT, Hauf JEK, Nieding G. Perceptual Simulation of Vertical Object Movement during Comprehension of Auditory and Audiovisual Text in Children and Adults. DISCOURSE PROCESSES 2020. [DOI: 10.1080/0163853x.2020.1755801] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
| | | | - Gerhild Nieding
- Institute for Psychology, University of Würzburg, Würzburg, Germany
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Seger BT, Wannagat W, Nieding G. How Static and Animated Pictures Contribute to Multi-level Mental Representations of Auditory Text in Seven-, Nine-, and Eleven-Year-Old Children. JOURNAL OF COGNITION AND DEVELOPMENT 2019. [DOI: 10.1080/15248372.2019.1636799] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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