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首页> 外文期刊>Journal of computers in mathematics and science teaching >Dynamic Versus Static Presentation Formats, Do They Impact Performance Differently?
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Dynamic Versus Static Presentation Formats, Do They Impact Performance Differently?

机译：动态与静态表示格式，它们对性能的影响不同吗？

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摘要

According to the Cognitive Theory of Multimedia Learning (Mayer, 2009) learning with multimedia requires the integration of verbal and visual information (e.g., printed text and static images, narrated animation). Studies exploring the effects of dynamic versus static presentations yield mixed results. Few studies explore comparing dynamic versus static presentations to teach mathematics. Most experimental studies occur in a controlled lab setting. The present study aimed to assess the impact of multimedia learning formats beyond the experimental lab to an authentic setting (i.e., classrooms) to teach mathematics. In Spring 2017, we compared weekly outcomes for students who accessed online interactive video modules (DYNAMIC) demonstrating calculus level 1 topics to students who accessed the same content presented in printed text and static image format (STATIC). Students in two sections of undergraduate course Calculus 1 (011) and (001) alternated each week the online pre-work material presented in either interactive video module or text-image document. They were assessed with problem-solving and conceptual questions at the beginning and end of each week. The results demonstrated no statistically significant differences on presentation formats for the assessments provided at the beginning and end of each week. Participants also answered the same survey question at the end of each online topical lesson related to the perceived effectiveness of the instructional material to help students master the topic. Survey results indicate students perceived the weekly instructional content, presented in a static or dynamic format, to be equally helpful to prepare them to master the material.
机译：根据多媒体学习的认知理论（Mayer，2009），使用多媒体进行学习需要整合言语和视觉信息（例如，印刷文本和静态图像，叙述性动画）。探索动态与静态演示效果的研究得出了混合结果。很少有研究探索将动态演示与静态演示进行比较以教授数学。大多数实验研究都在受控的实验室环境中进行。本研究旨在评估多媒体学习格式对实验实验室以外的真实环境（即教室）的影响，以教授数学。在2017年春季，我们将访问显示微积分1级主题的在线互动视频模块（DYNAMIC）的学生与访问以印刷文本和静态图像格式（STATIC）呈现的相同内容的学生的每周学习成果进行了比较。本科课程微积分1（011）和（001）的两部分中的学生每周交替使用交互式视频模块或文本图像文档中显示的在线课前资料。在每周的开始和结束时对他们进行解决问题和概念性问题的评估。结果表明，在每周开始和结束时提供的评估的演示形式在统计学上均无统计学差异。在每个在线主题课程结束时，参与者还回答了与调查材料对帮助学生掌握主题的有效性有关的相同调查问题。调查结果表明，学生认为每周的教学内容以静态或动态格式表示，同样有助于他们准备掌握材料。

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