Learning Online: A Comparison of Different Media Types
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Technology, Knowledge and Learning, Jahrgang 20, Nr. 2, 2015, S. 133-146.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Learning Online: A Comparison of Different Media Types
AU - Kößler, Franziska J.
AU - Nitzschner, Marco M.
PY - 2015
Y1 - 2015
N2 - Based on research about humor, foreign languages, and instructional design, in the current study we examined whether successful learning is related to using different types of media. We compared the comprehension of an economic concept in novices (N = 82) under three conditions: a Wikipedia article, a funny, and a serious YouTube video. The media were presented in English, which is a foreign language to most of the German-speaking sample. The funny video turned out to be the condition related to better success in learning while individual variables, namely learning styles and metacognitive evaluation, were controlled. Learning styles were assessed with a modified version of Kolb’s learning style inventory. Regarding metacognition, it was further found out that answering by logical thinking correlated negatively, and that answering by processing the presented material correlated positively with the number of correct answers. The article concludes with possible explanations, practical implications, limitations, and hints for future research.
AB - Based on research about humor, foreign languages, and instructional design, in the current study we examined whether successful learning is related to using different types of media. We compared the comprehension of an economic concept in novices (N = 82) under three conditions: a Wikipedia article, a funny, and a serious YouTube video. The media were presented in English, which is a foreign language to most of the German-speaking sample. The funny video turned out to be the condition related to better success in learning while individual variables, namely learning styles and metacognitive evaluation, were controlled. Learning styles were assessed with a modified version of Kolb’s learning style inventory. Regarding metacognition, it was further found out that answering by logical thinking correlated negatively, and that answering by processing the presented material correlated positively with the number of correct answers. The article concludes with possible explanations, practical implications, limitations, and hints for future research.
KW - Psychology
KW - multimedia learning
KW - differences in learning
KW - Foreign languages
KW - learning styles
KW - metacognition
KW - humorous learning
U2 - 10.1007/s10758-015-9250-z
DO - 10.1007/s10758-015-9250-z
M3 - Journal articles
VL - 20
SP - 133
EP - 146
JO - Technology, Knowledge and Learning
JF - Technology, Knowledge and Learning
SN - 2211-1670
IS - 2
ER -