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Titolo:
Visuospatial working memory in learning from multimedia systems
Autore:
Gyselinck, V; Ehrlich, MF; Cornoldi, C; de Beni, R; Dubois, V;
Indirizzi:
Univ Paris 05, EPHE, Psychol Expt Lab, F-92100 Boulogne, France Univ Paris05 Boulogne France F-92100 Expt Lab, F-92100 Boulogne, France Univ Padua, Dipartimento Psicol, Padua, Italy Univ Padua Padua ItalyUniv Padua, Dipartimento Psicol, Padua, Italy
Titolo Testata:
JOURNAL OF COMPUTER ASSISTED LEARNING
fascicolo: 2, volume: 16, anno: 2000,
pagine: 166 - 176
SICI:
0266-4909(200006)16:2<166:VWMILF>2.0.ZU;2-D
Fonte:
ISI
Lingua:
ENG
Soggetto:
MENTAL MODELS; COMPREHENSION; CAPACITY; TEXT; PICTURES;
Keywords:
control group; multimedia; physics; undergraduate;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
22
Recensione:
Indirizzi per estratti:
Indirizzo: Gyselinck, V Univ Paris 05, EPHE, Psychol Expt Lab, 71 Av Edouard Vaillant, F-92100 Boulogne, France Univ Paris 05 71 Av Edouard Vaillant Boulogne France F-92100
Citazione:
V. Gyselinck et al., "Visuospatial working memory in learning from multimedia systems", J COMP AS L, 16(2), 2000, pp. 166-176

Abstract

Multimedia systems involve the association of various types of information: verbal information presented visually or auditorily, static or dynamic pictorial information, and sound information. In a cognitive approach, integrating this information involves complex processes constrained by propertiesof the learner's cognitive system, and especially by the capacity of working memory. This paper, reports on an experiment focused on the integration of verbal and pictorial information when students learn a series of physicsconcepts. The involvement of the visuospatial working memory was investigated by means of a dual-task paradigm. Results show that pictorial information enhances the learning process. They also suggest that the visual and thespatial components of visuospatial working memory should be considered separately. Finally, they emphasise the need to consider the limitations in cognitive resources available to the learner.

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Documento generato il 02/12/20 alle ore 17:00:36