Refuting student teachers’ misconceptions about multimedia learning
- Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to student teachers’ prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refutation texts did not promote the selection of appropriate multimedia material. This study suggests that refutation texts addressing multimedia-learning misconceptions should be applied in teacher education. Yet, further support seems needed to aid the application of the corrected knowledge.
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| Author: | Anja Prinz, Julia KollmerORCiD, Lisa Flick, Alexander Renkl, Alexander Eitel |
|---|---|
| URN: | urn:nbn:de:bsz:frei129-opus4-19144 |
| DOI: | https://doi.org/10.1007/s11251-021-09568-z |
| ISSN: | 0020-4277 |
| ISSN: | 1573-1952 |
| Parent Title (English): | Instructional Science |
| Publisher: | Springer Netherlands |
| Document Type: | Article |
| Language: | English |
| Date of first Publication: | 2022/02/01 |
| Release Date: | 2023/05/25 |
| Tag: | Conceptual change; Knowledge transfer; Misconceptions; Multimedia learning; Refutation texts |
| GND Keyword: | - |
| Volume: | 50 |
| Issue: | 1 |
| First Page: | 89 |
| Last Page: | 110 |
| Open Access: | Frei zugänglich |
| Licence (German): |  Creative Commons - CC BY - Namensnennung 4.0 International |