Multimedia Learning
Supporting Student Discussions: it isn‘t Just Talk
Education and Information Technologies
The Influence of External-Regulation on Student Generated Questions during Hypermedia Learning
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
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This study investigated the influence that modality (print versus spoken text) had on learning with deep reasoning questions. Half the participants were randomly assigned to receive deep-reasoning questions during the learning session. The other half received the same information in the absence of deep-reasoning questions. The participants who received deep reasoning questions were randomly assigned to one of two different groups. One group received deep reasoning questions as on-screen printed text while the other group received deep reasoning questions in a spoken modality via a text to speech engine. Participants who received deep reasoning questions had higher post-test scores than those who did not, a finding that replicated previous research. Additionally, learning was better for the learners who received printed text than spoken messages, a finding that is not compatible with a number of theoretical and empirical claims in the literature.