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Welche Rolle spielt neben Merkmalen des Instruktionsdesigns die fachspezifische und aufgabenspezifische Motivation beim Lernen mit Multimedia im naturwissenschaftlichen Unterricht?

What is the role of domain and task-specific motivation alongside instructional design for learning with multimedia in the science classroom?

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Zusammenfassung

In diesem Beitrag wird eine empirische Studie1 zum Lernen mit Texten und Animationen im naturwissenschaftlichen Unterricht vorgestellt. In einem 2 × 2-Design wurden die Verfügbarkeit multimedialen Lernmaterials (nur Text vs. Text + Animationen) und die Modalität des erläuternden Textes (geschrieben vs. gesprochen) variiert. Als kontinuierlicher Faktor wurde vor Beginn der Lernphase die Motivation der Lernenden erfasst. Unmittelbar nach der Lernphase wurden die Erinnerungs- und Transferleistungen bestimmt. Die Ergebnisse zeigen bessere Erinnerungsleistungen für Lernende mit multimedialem Lernmaterial, vorausgesetzt, dass die Animationen von gesprochenem Text begleitet wurden. Allerdings war der beobachtbare Multimediaeffekt im Vergleich zu den positiven Effekten der fachspezifischen Lernmotivation nicht für Transfer beobachtbar. Die Effekte des Multimediadesigns traten unabhängig von der Lernmotivation auf. Implikationen für Folgestudien werden diskutiert.

Abstract

The present paper reports on an empirical study which investigated learning with text and animations in the science classroom. In a 2 × 2 design the presence of multimedia learning material instruction (text only vs. text + animations) as well as the modality of the explanatory text (spoken vs. written) were tested. Prior to learning, students’ motivation to learn was assessed as a continuous factor. Recall and transfer were assessed immediately after learning. The results show better recall of information for learners with multimedia materials, providing the animations were accompanied by spoken text. However, in contrast to the positive effects of domain-specific motivation this multimedia effect was not evident for transfer. The effects of multimedia design were independent of motivation. Implications for future studies are discussed.

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Abb. 1

Notes

  1. Die Studie wurde durch die Deutsche Forschungsgemeinschaft im Rahmen eines Projekts der Forschergruppe „Orchestrierung computergestützter Lehr-Lernprozesse“ gefördert (GE992/5-1).

  2. Die hier berichteten Daten beruhen auf Reanalysen eines Teildatensatz einer umfangreicheren Studie, von der andere Teildatensätze unter anderen Fragestellungen an anderer Stelle publiziert wurden (Scheiter et al. 2014).

  3. Gegenüber der Originalversion des Tests wurde in der vorliegenden Untersuchung die Skala „Angst vor Misserfolg“ nicht berücksichtigt.

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Authors and Affiliations

  1. Leibniz-Institut für Wissensmedien, Schleichstraße 6, 72076, Tübingen, Deutschland

    Katharina Scheiter,  Anne Schüler,  Peter Gerjets, Kim Stalbovs, Carina Schubert &  Friedrich W. Hesse

  2. Institut für Sozialwissenschaften, Technische Universität Braunschweig, Pockelstraße 14, 38106, Braunschweig, Deutschland

    Thomas Huk

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  1. Katharina Scheiter
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  2. Anne Schüler
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Scheiter, K., Schüler, A., Gerjets, P. et al. Welche Rolle spielt neben Merkmalen des Instruktionsdesigns die fachspezifische und aufgabenspezifische Motivation beim Lernen mit Multimedia im naturwissenschaftlichen Unterricht?. Z Erziehungswiss 17, 279–296 (2014). https://doi.org/10.1007/s11618-014-0516-3

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