Abstract
Compared to a fixed information sequence in computer-based learning, a free request is expected to support motivation, cognitive processing, and learning outcome. Because of differing program offers a differing use is proposed. This study investigates the influence of a linear request for text by forward and backward buttons vs. a selective request by clicking on parts of pictures on program use, ...
Abstract
Compared to a fixed information sequence in computer-based learning, a free request is expected to support motivation, cognitive processing, and learning outcome. Because of differing program offers a differing use is proposed. This study investigates the influence of a linear request for text by forward and backward buttons vs. a selective request by clicking on parts of pictures on program use, learning strategies concerning pictures, acceptance, and learning outcomes. The computer registered the program use, any other variable was measured by questionnaire. 39 secondary school eleventh class pupils learned with the programs for 30 minutes. The free request scored higher in acceptance, supported all learning strategies and the naming of the parts of the pictures, whereas the linear request promoted the text knowledge. The linear group spent more time with introductions and summaries and less with the detailed texts, not fully caused by reading more of the introductions and summaries.
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