| Background:Following problems exit in previous researches regarding the learning effect of dynamic worked examples:(1)Some studies fail to control the differences between the dynamic and static worked examples in their appearance,size and so on,and shared lots of differences in the types and complexity of the learning content,using different types of post-tests.(2)Following factors such as the presentation speed of the dynamic worked examples,the persistence of the key frames,depth of cognitive processing and the degree of behavioral engagement toward the learning contents,might influence the learning effect of the dynamic worked examples.(3)Whether the requirement for learners to conduct gestures or observe gestures on learning from dynamic worked examples could improve the learning effect is also needed to be further explored.Therefore,based on problems mentioned above,three studies were conducted.Method:In the first study,three experiments were conducted to compare the learning effect between the dynamic and static worked examples in these three learning contents,with the processes of cell division,the functioning of internal-combustion engine and Tower of Hanoi problem solving being chosen as learning contents,respectively,in the three experiments.Additionally,two learning contents,namely,the simple one and the complex one,are contained in every type of learning contents.All experiments chosen 3rd grade middle school students as participants,and retention test performance as well as transfer test performance as the dependent variables.The 2(learning contents:simple or complex)× 2(the types of worked examples:dynamic worked examples or static worked examples)between-subjects factorial design was adopted.The learning effect of dynamic and static worked examples on mitosis or meiosis were explored in the Experiment 1,while the learning effect of dynamic and static worked examples on the functioning of internal-combustion engine with single-cylinder or four-cylinders were explored in the Experiment 2.Even more,Experiment 3 explored the learning effect of dynamic and static worked examples on 3-disc Tower of Hanoi problem solving or 4-disc Tower of Hanoi problem solving.In the second study,four experiments were conducted to explore the four factors influencing the learning effect of the dynamic worked examples respectively,including the presentation speed of the dynamic worked examples,the persistence of the key frames,depth of cognitive processing and the degree of behavioral engagement toward the learning contents.The four experiments all chosen the processes of mitosis as learning contents,3rd grade middle school students as participants,and retention test performance and transfer test performance as the dependent variables.One-factor between-subjects design was adopted.Furthermore,the influence of high;medium and low presentation speed on the learning effect of dynamic worked examples was compared in the Experiment 4.While the influence of persistent or transient presenting the key frames on the learning effect of dynamic worked examples was compared in the Experiment 5.The influence of three cognitive processing methods,that is the "dynamic+recall";the "imagination+dynamic" and the "repeated learning",on the learning effect of dynamic worked examples was compared in Experiment 6.And the influence of three behavioral engagement methods,that is the "recall";the "recall+pointing" and the "recall+note taking",on the learning effect of dynamic worked examples was compared in the Experiment 7.From the perspective of embodied cognition,the third study explored the influence of requiring learners to conduct gestures or observe gestures on the learning effect of dynamic worked examples through two experiments,which both chosen 3rd grade middle school students as participants,and retention test performance and transfer test performance as the dependent variables.The 2(requiring learners to conducting or no-conducting gestures)X(the dynamic worked examples with or without visual gestures)between-subjects factorial design was adopted.Experiment 8 explored the positive effect of requiring learners to conduct or observe gestures on dynamic worked examples about the functioning of single-cylinder internal-combustion engine.Experiment 9 explored the positive effect of requiring learners to conduct or observe gestures on dynamic worked examples about the 3-disc Tower of Hanoi problem solving.Results:The nine experiments revealed that:(1)Compared with the static worked examples,dynamic worked examples significantly improved the mean performance of retention test in the mitosis and meiosis,while no significant difference was observed between them in the mean performance of transfer test.(2)Compared with the static worked examples,dynamic worked examples significantly improved the mean performance of retention test in the single-cylinder engine and four-cylinders engine,while no significant difference was observed between them in the mean performance of transfer test.(3)Compared with the static worked examples,dynamic worked examples significantly improved the mean performance of retention and transfer tests in the 3-disc Tower of Hanoi and the 4-disc Tower of Hanoi problem solving.(4)Compared with the medium speed group,learners' performance of the retention and transfer tests for the high-speed group was significantly worse,while no significant difference was observed between the medium and the low speed groups in the performance of retention and transfer tests.(5)Compared with dynamic worked examples presented by the transient mode,learners' performance of retention and transfer tests for persistent mode was significantly better.(6)Compared with"the repeated learning",the performances for the "dynamic+recall”and the "imagination+dynamic" cognitive processing methods were significantly better,while there was no significant difference in the performance between the latter two cognitive processing methods.(7)Compared with "the recall","the recall+pointing" behavioral engagement method showed significantly better performances,while no significant difference in the performance between the "recall" and the "recall+note taking" behavioral engagement methods.(8)Compared with non-conducting gestures,conducting gestures did not significantly improve the performance of the retention test for the dynamic worked examples on the single-cylinder engine,while it improved the performance of the transfer test.Compared to without visual gestures,with visual gestures did not significantly improve the performance of the retention test,while it improved the performance of the transfer test.(9)Compared with non-conducting gestures,conducting gestures did not significantly improve the performance of the retention test for the dynamic worked examples on 3-disc Tower of Hanoi problem solving,while it improved the performance of the transfer test.Compared to without visual gestures,with visual gestures did not significantly improve the performance of the retention test,while it improved the performance of the transfer test.Conclusion:These results revealed that:(1)Compared with the static worked examples,dynamic worked examples improved learners'retention effect regarding the learning of the processes of cell division and the functioning of internal-combustion engine,while it did not improve learners'transfer effect.Even more,dynamic worked examples improved learners'retention and the transfer effect regarding learning the Tower of Hanoi problem solving.(2)The learning effect of dynamic work examples can be obviously enhanced by appropriate presentation speed,persistent presentation of the key frames,in-depth cognitive processing and effective behavioral engagement.The learning effect of dynamic worked examples is obviously influenced by the presentation speed,the persistence of the key frames,the depth of cognitive processing and degree of behavioral engagement.(3)On both the functioning of internal-combustion engine and the Tower of Hanoi problem solving,both requiring learners to conduct and observe gestures improved their transfer learning effect. |
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