A Comparison on Three School Ages of the Influences That Prompt in Paper-based Learnings and in Display-based Learnings Give Learning Effects in Understanding Technical Knowledge

ID: 47778 Type: Full Paper
  1. Yumi Yamaguchi, Kansai University of International Studies, Japan
  2. Ryoko Nakata, Kobe Tokiwa University, Japan

Wednesday, October 21 4:00-4:30 PM

No presider for this session.

As a new learning method in the information-oriented societies, display-based learning increases. Display-based learning will be used together with paper-based learning in future school education. Our previous study examined prompts’ effects in understanding declarative knowledge on technological knowledge and procedural knowledge to the subjects (seventh graders and university students). The results shows that, in the studies by reading paper, prompts (bold-face, lining, etc.) have some effects on learners’ understanding better apparently. In the studies by reading display, putting prompt by the mouse is so troublesome that mental energy is wasted to operate, so it was inspected to be negative effect to memorize learning matters. This study inspected former experimental results tenth graders. In addition, it was analyzed that the relations between the method of the prompt addition and the cognitive characteristic according to the school age.

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