Effects of Embedded Processing Tasks on Learning Outcomes
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D.J. Hobbs [1]
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[1] Leeds Polytechnic
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 24, Nº 2, 1987, págs. 145-150
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Students normally perform processing tasks as part of their learning experience, for example by answering questions embedded in teaching texts. This experiment compared the quantitative and qualitative effects of types of processing which used semantic ('application’ and ‘transposition') and non‐semantic ('rating') tasks.
Three experimental groups studied the same core material, each receiving one of the styles of embedded tasks. Both semantic groups produced higher scores on subsequent tests of free‐recall, cued‐recall and comprehension than did the non‐semantic group. The data also allowed comment on the interactions between quantity and quality of recall and mathematical background of students. Since one of the fortes of computer‐assisted learning (CAL) is its ability to provide individualized teaching relating type of task to learner characteristics, these findings are very relevant to the design of CAL materials.
