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首页> 外文期刊>Journal of Information Technology Education: Research >Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards
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Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards

机译：起搏，像素和纸张：从抽认卡学习单词的灵活性

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The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users’ perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users.
机译：本研究的重点是对节奏的自我控制如何帮助学习者成功地从数字学习辅助工具中提取信息。过去的研究表明，对步伐的过多控制可能会让人不知所措，但对步伐的过度控制可能会无效。在流行的抽认卡自我测试领域中，我们试图阐明用于数字学习的最佳用户控制水平，并比较纸质和数字抽认卡的学习结果。大学生从纸质抽认卡或几种数字抽认卡版本中学习词汇，并对他们的记忆记忆力进行评分，并询问他们对学习过程的看法。使用数字抽认卡，学生被随机分配到没有用户控制的自动插卡幻灯片放映，具有预设暂停的自动幻灯片放映，用户可以随时按空格键暂停的自动幻灯片放映或完全用户的自定进度幻灯片放映控制。用户报告说，尽管确实有一些控制权，但感觉更多的是控制权，但最终在五个版本中，记忆回忆，认知负荷和满意度都相似。但是，记忆回忆与用户对特定抽认卡集的满意度成正比，与用户感知的精神努力和困难成反比。值得注意的是，无论是纸质的还是数字的，学生在通过单词的方式上都表现出个体差异。这项研究表明纸质和数字抽认卡对学生同样可行，从而增加了教育文献。考虑到个人用户之间的差异以及满意度和召回率之间的联系，提供但不强迫的个人主义选项似乎是理想的选择。纸质抽认卡可能已经包含此类选项，电子抽认卡应提供类似的自适应功能，以吸引广泛的用户。

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