Retrieval practice, met behulp van flashcards of oefensoftware is, is een effectieve manier van studeren. Zo is het bijvoorbeeld effectiever om vocabulaire te oefenen door te leren woorden herhaaldelijk te vertalen uit het geheugen dan door herhaaldelijk woordenlijsten te lezen. In een recent onderzoek onderzochten Utrechtse collega's Gesa van den Broek, Tamara van Gog, Liesbeth Kester en studenten Evelien Jansen en Mirja Pleijsant of het toevoegen afbeeldingen of plaatjes tijdens retrvieval practice het studeren effectiever maakt. De resultaten van hun onderzoek zijn onlangs verschenen in Journal of Educational Psychology en laten zien dat het toevoegen van afbeeldingen of plaatjes in veel gevallen de effectiviteit van retrieval practice verlaagt. In drie experimenten onderzochten ze de effectiviteit van drie condities: (1) een conditie waarbij zowel tijdens de response phase (leerling probeert de vertaling van een woord te geven) als de feedback phase (leerling krijgt het correct antwoord te zien) het plaatje te zien was, (2) een conditie waarbij geen plaatjes in beide fases te zien was en (3) een conditie waarbij alleen in de feedback phase een plaatje te zien was.
De auteurs vatten de uitkomsten van hun onderzoek als volgt samen:
Practicing retrieval of vocabulary items from memory (e.g., with flashcard software or practice tests) is an effective study strategy to remember vocabulary over time. Retrieval practice is often implemented in digital learning environments that increasingly include multimedia (i.e., combining textual and pictorial information). However, it is unknown how multimedia design affects the benefits of retrieval. Therefore, the present study tested the effect of adding images during retrieval practice on students' learning, affective-motivational outcomes, and judgments of learning. We experimentally manipulated the presence and timing of images during retrieval practice of foreign vocabulary in three classroom experiments with students in secondary education. Across experiments, students' vocabulary recall on a posttest (1 to 4 days after practice) was weaker after practice with images that helped them retrieve the answer, compared with practice without images (Experiments 2 and 3) and compared with practice with images that appeared after the retrieval attempt (Experiments 1 and 3). Images enhanced feelings of competence but not enjoyment of practice. The majority of students recognized the negative effects of images on their learning only when the images clearly revealed the answer (Experiment 1) but-incorrectly-considered images that provided partial hints about the answer to be helpful (Experiments 2 and 3). Moreover, students consistently overestimated how much they learned with images that helped them retrieve the answer. During retrieval practice of vocabulary words, informative images are thus potentially harmful and students have limited insight into these effects.
En de Impact Statement:
Practicing retrieval of vocabulary words from memory (e.g., with flashcard software or practice tests) is an effective strategy to remember the words over time. This study tested how adding images during such retrieval practice influences students’ learning and motivation. In three classroom experiments, we found that retrieval practice is less effective when it includes images that provide hints about the answer, compared to no images. Students were unaware of this effect and overestimated how much they learned with images. Multimedia should thus be used cautiously in vocabulary learning software. To ensure that students can later recall vocabulary not only with the help of the images from practice but also without images, practice should not include images that provide hints about the to-be-retrieved answer. Images can, however, be presented as feedback that is shown after the learner has given a response.
Van den Broek, G. S. E., van Gog, T., Jansen, E., Pleijsant, M., & Kester, L. (2021). Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning. Journal of Educational Psychology, 113(8), 1587–1608. https://doi.org/10.1037/edu0000499
Geen opmerkingen:
Een reactie posten