Rolfes Tobias, Roth Jürgen, Schnotz Wolfgang
IPN - Leibniz Institute for Science and Mathematics Education, Kiel, Germany.
Institute for Mathematics, University of Koblenz-Landau, Landau, Germany.
Front Psychol. 2020 Apr 30;11:693. doi: 10.3389/fpsyg.2020.00693. eCollection 2020.
In this paper we present a laboratory experiment in which 157 secondary-school students learned the concept of function with either static representations or dynamic visualizations. We used two different versions of dynamic visualization in order to evaluate whether interactivity had an impact on learning outcome. In the group learning with a linear dynamic visualization, the students could only start an animation and run it from the beginning to the end. In the group using an interactive dynamic visualization, the students controlled the flow of the dynamic visualization with their mouse. This resulted in students learning significantly better with dynamic visualizations than with static representations. However, there was no significant difference in learning with linear or interactive dynamic visualizations. Nor did we observe an aptitude-treatment interaction between visual-spatial ability and learning with either dynamic visualizations or static representations.
在本文中，我们展示了一项实验室实验，其中157名中学生通过静态表征或动态可视化学习函数概念。我们使用了两种不同版本的动态可视化，以评估交互性是否对学习成果有影响。在使用线性动态可视化进行学习的小组中，学生只能启动动画并从头至尾运行它。在使用交互式动态可视化的小组中，学生用鼠标控制动态可视化的流程。结果表明，与静态表征相比，学生使用动态可视化学习效果显著更好。然而，使用线性或交互式动态可视化学习并无显著差异。我们也未观察到视觉空间能力与使用动态可视化或静态表征学习之间的能力-处理交互作用。
