Speaker
Joerg Zumbach
(University of Salzburg)
Description
In a series of experiments, we examined the influence of metacognitive scaffolding and supplantation on students’ learning performance during self-regulated learning with animations about the anomaly of water. In two successive experiments, we compared a static and dynamic visualization format with respect to learning success. We provided metacognitive scaffolding by means of cognitive and metacognitive prompts during the learning sequence. Results suggest that static visualization of system transitions are superior to dynamic visualization of animations in the science classroom. In addition, metacognitive scaffolding might be helpful in complex and long-term learning environments, but not in short time, linear learning sequences.
Authors
Joerg Zumbach
(University of Salzburg)
Dr
Ines Deibl
(University of Salzburg)
Dr
Timo Fleischer
(University of Salzburg)
