• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>International Journal of Digital Literacy and Digital Competence >Effects of Redundancy and Paraphrasing in University Lessons: Multitasking and Cognitive Load in Written-Spoken PowerPoint Presentation
【24h】

Effects of Redundancy and Paraphrasing in University Lessons: Multitasking and Cognitive Load in Written-Spoken PowerPoint Presentation

机译：冗余和措辞在大学课程中的影响：书面PowerPoint演示文稿中的多任务处理和认知负荷

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This paper is about the use of a widespread teaching tool: the slide presentation used in face-to-face, system-paced university lessons. It is produced by lecturers to support students' comprehension during listening; nevertheless it poses elaboration requests to the audience which should be taken into consideration at the planning stage and in formulating its verbal content. The paper reports the results of a survey conducted with 163 University students who were asked to listen to a lecture accompanied by a PowerPoint presentation, prepared according to the most frequent formats. The written presentation had 3 degrees of concision/ redundancy: it had a fully redundant with the oral message, partially redundant (main points in key words), or had a different linguistic form (paraphrase of the message). Furthermore, information in written text and spoken message could have had the same order or they could be scrambled. The results showed that, subjectively, students judged comprehensible every kind of presentation. However, learning tests demonstrated that paraphrasing negatively affected learning, while changes in the order of presentation did not, at least in the synthetic main point - key word presentations. The study suggested that the concise, only partially redundant, presentation is the one which leads to better results, both in the ordered and in the scrambled version.
机译：本文是关于一种广泛使用的教学工具的使用：幻灯片演示文稿，用于面对面，系统节奏的大学课程。它由讲师制作，以支持学生在听力过程中的理解；然而，它向听众提出了详尽的要求，在规划阶段和制定其口头内容时应予以考虑。该论文报告了对163名大学生进行的一项调查的结果，这些学生被要求听课，并附有PowerPoint演示文稿，它们是根据最常见的格式编写的。书面陈述具有3个简洁/冗余度：它对口头信息有完全冗余，部分有冗余（关键词中的要点），或者具有不同的语言形式（消息的措辞）。此外，书面文本和口头消息中的信息可能具有相同的顺序，也可能被打乱。结果表明，从主观上讲，学生们对每种演讲形式都可以理解。但是，学习测试表明，措词对学习有负面影响，而表述顺序的改变并没有改变，至少在综合要点-关键词表述上没有。该研究表明，简洁的，仅部分重复的呈现方式无论在有序版本还是在加扰版本中都可以带来更好的结果。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号