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Both in Germany and internationally, there have been calls for years for a stronger link between theoretical knowledge and practical professional knowledge. Digital media offer a variety of opportunities to strengthen this interlocking. For example, the use of suitable serious games in teacher training can give students the opportunity to test and reflect on the application of theoretical knowledge from their studies in a safe environment. A potentially well-suited serious game for this purpose is the decision-making simulation "Me as a Teacher". This was developed in the sub-project "Serious Games in Teacher Education" of the work area "Digitization in Teacher Education" of the HessenHub network "Digital University Teaching Hesse" in cooperation with the Center for Teacher Education, the campus schools and individual actors in the second and third phase of teacher education. The digital decision simulation focuses on testing central aspects of teacher education and therefore offers potentially great added value for the sustainable improvement of teaching in the teaching profession. However, whether it would be used as intended within real courses and how it can be embedded in teacher training in the most didactically meaningful way is currently still unclear. The project "I as a Teacher in Teaching: Dovetailing Theory and Practice" therefore pursues two central goals: The observation of the effects of the use of the game on central outcome measures with regard to the presented potentials of serious games in teacher training. The integration of the game into a digitally supported seminar concept with a focus on the transfer of theoretical knowledge into practical teaching situations. The project is funded with 4,000 euros in the third round of the Linked Learning funding line by the Hesse-wide joint project "HessenHub - Netzwerk digitale Hochschullehre Hessen" (sub-project at JLU Gießen), which is funded by the HMWK.
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We are pleased with our PhD student Anna-Sophia Dersch , who received the Young Researcher Award of the Division of Educational Psychology of the German Society of Psychology (DGPs) . The award was given for her paper "Does Processing the Specialist Problem Improve Learning About Math-Gender Stereotypes?", which investigates how learning about math-gender stereotypes can be improved. The study is part of her dissertation project on reducing (math-gender) stereotypes in teaching-learning contexts . Anna-Sophia Dersch had presented the paper at this year's conference of the Special Interest Group Comprehension of Text and Graphics (SIG 2) of the European Association for Research on Learning and Instruction (EARLI) in Kiel together with her co-author, master's student Johanna Bohm. The prize funds the conference trip to Kiel with up to €1000 and also includes financial support for the English-language revision of a manuscript. The prize was awarded to Anna-Sophia Dersch at the DGPs meeting in Hildesheim on September 12, 2022. Congratulations! |
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Math gender stereotypes are still widespread in Western cultures. There is some evidence that these stereotypes are based on scientifically debunked concepts (misconcepts). To investigate the prevalence of these misconceptions among teachers, the researchers developed a misconception questionnaire called the Math-Gender Misconception Questionnaire. This was evaluated with 303 prospective teachers in the study reported in the article. The questionnaire measured the presence of three math-gender misconceptions using three scales of five misconception items each.
The scale reliability for each of the three scales ranged from acceptable to good. The structure of the questionnaire with three factors could be proven by means of a structural equation model and the comparison with another single factorial model. Consistent with expectations, there was also a correlation with a math gender stereotype, which speaks to the convergent validity of the measure as well as a relationship between math gender misconceptions and math gender stereotypes. However, more research is needed to make a clear statement about the nature of the relationship.
Within the sample studied, it was found that while prospective teachers did not have strong math-gender misconceptions, 48% of them strongly agreed with at least one misconception item. This suggests that prospective teachers do not have fully correct concepts about math and gender. Accordingly, it might be helpful to encourage conceptual changes to the three math-gender misconcepts studied.
Reference : Dersch, A.-S., Heyder, A., & Eitel, A. (2022). Exploring the nature of teachers' math-gender stereotypes: The Math-Gender Misconception Questionnaire. Frontiers in Psychology, 1728. https://doi.org/10.3389/fpsyg.2022.820254
You can read the study in full for free at this link .
The article "Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?" was published in Instructional Science.
In the reported study with one hundred and eighty participants, the authors investigated possible factors influencing the effectiveness of eye movement modeling examples (EMME) for multimedia learning. The focus of the study was on a possible influence of prior knowledge and/or social cues (e.g., alleged similarity between the learners and the presented model) on the effectiveness of EMME. The results are in line with previous research findings that EMME can be an effective instructional tool for multimedia learning. However, in contrast to previous studies, there was no influence of either prior knowledge activation or model-observer similarity on the effectiveness of EMME. These results were also supported by small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Further results of the study suggested that individual differences, such as social comparison orientation, may influence the impact of model instruction. Thus, the question of potential factors influencing the effectiveness of EMME on multimedia learning remains open.
Reference: Krebs, M.-C., Schüler, A., & Scheiter, K. (in press). Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning? Instr Sci . https://doi.org/10.1007/s11251-021-09552-7
The article, entitled "Personalized Refutation Texts Best Stimulate Teachers' Conceptual Change About Multimedia Learning," was published in the Journal of Computer Assisted Learning. In the study reported in the article, the authors examined the effectiveness of digitally presented personalized reflection texts for learning with multimedia using a sample of 129 participating teachers.
(Aspiring) teachers often have misconceptions about learning with multimedia, which can be detrimental to the design of instruction and instructional materials. Accordingly, these misconceptions should be reduced and conceptual change should be encouraged.
"Learners learn best when learning materials are adapted to their learning type." This statement is disproven based on current knowledge and thus represents a misconception. Instead, learners learn best when learning materials are adapted to the learning content. For example, when learning materials on probability are combined with a tree diagram, while for a system of equations, supplementary illustrations tend to distract learners and add no value. This is independent of whether learners would classify themselves as a so-called "visual learning type".
The sentence just presented is a refutation text. Refutation texts are always structured as in the example above: First, they name the existing misconception, then it is invalidated, and finally the correct concept according to the current state of science is introduced and explained. Refutation texts are an effective and low-threshold measure for reducing misconceptions and stimulating concept change.
In the present study, the following types of texts were compared as a measure to clarify misconceptions related to learning with multimedia: 1) traditional textbook text, 2) classic refutation text, 3) personalized refutation text. It was found that the personalized refutation texts, which were adapted to the participants' responses in a pretest, stimulated more conceptual change in the teachers and thus provided a better reduction of misconceptions compared to textbook texts and classical refutation texts. In contrast, the classic refutation texts (without personalization) were not significantly more effective than textbook-only texts.
In the present study, the more positive effect of the personalized refutation texts was shown only with respect to the participants' theoretical knowledge. The more positive effect could not be transferred to the practical actions of the teachers (selection of certain multimedia teaching materials). Here, no significant differences were found between the three groups. The consequences for the design and selection of multimedia learning materials should be further investigated.
Conclusion: The digital implementation of an adaptive system that enables personal feedback is a strength of the study. The intervention succeeds so sparingly even with groups of people who have little time - such as practicing teachers.
Reference: Dersch, A.-S., Renkl, A., & Eitel, A. (in press). Personalized Refutation Texts Best Stimulate Teachers'Conceptual Change About Multimedia Learning. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12671
How can the promotion of (digital) self-directed learning succeed? What recommendations for action can be derived from research for practice? These and other questions were addressed by Prof. Dr. Alexander Eitel in his interactive lecture on February 9, 2022, as part of the Teachers' Day at the Gesamtschule Gießen-Ost.
We are very pleased to welcome Ms. Anna Kienitz as a new PhD student in our department of Teaching and Learning with Media. From 15.10.21 Ms. Kienitz is working as a research assistant in the DFG-funded project "Processes of self-regulation during the processing of a digital task-based learning environment in physics studies" and is conducting research here on the topic of "Self-regulated learning in digital learning environments". Welcome!
The article, titled "Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?" was published in the journal Instructional Science.
In the study reported in the article, the authors investigated possible factors influencing the effectiveness of eye movement modeling examples (EMME) for multimedia learning based on a sample of 180 participants. The focus here was on a possible influence of prior knowledge as well as a possible influence of social cue stimuli such as the (perceived) similarity between the learners and the presented model. The results of the study support previous research findings that eye movement modeling can be an effective instructional tool for teaching learners effective strategies for text-image processing. However, in contrast to previous studies, prior knowledge or (assumed) model-observer similarity did not show to be influential. To further explore the issue of potential influencing factors, the authors conducted "small-scale meta-analyses" using previous research. Again, no influence of prior knowledge or (assumed) model-observer similarity was found. Further results of the study suggest that individual differences, such as social comparison orientation, may influence the impact of model instruction. Thus, the question of potential factors influencing the effectiveness of eye movement modeling on multimedia learning remains open.
Reference : Krebs, M.-C., Schüler, A., & Scheiter, K. (in press). Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning? Instr Sci. https://doi.org/10.1007/s11251-021-09552-7
In In "Die Vorlesung – nur schlecht, wenn schlecht vorgelesen: Warum eine gut gemachte Vorlesung einen Platz im Methodenrepertoire verdient“ the authors Alexander Renkl, Alexander Eitel and Inga Glogger-Frey argue why a (good) lecture belongs in every toolbox of teaching-learning methods to be used in studies and present potential solutions how to counter problematic issues of (typical) lectures by using appropriate didactic elements.
The book chapter is part of the newly published book "In Praise of the Lecture - Proposals for Understanding the Form, Function, and Goals of University Teaching." In coordinated book chapters, different authors illuminate and discuss how a coherent connection of teaching and learning, teaching and learning actions should look like, and which role the lecture can play as an important format of knowledge transfer in the context of university didactics.
Reference : Renkl, A., Eitel, A., & Glogger-Frey, I. (2020). The lecture-only bad if badly read: Why a well-done lecture deserves a place in the method repertoire. In R. Egger & B. Eugster (Eds.), In praise of the lecture (pp. 113-136). Springer, Wiesbaden.
Link for the book chapter.
The article entitled: "Self-management as a bridge between cognitive load and self-regulated learning: The illustrative case of seductive details" was published in the journal Educational Psychology Review.
The article focuses on the theoretical relationship between cognitive load and self-regulated learning. To this end, the authors integrate the concepts of "self-control" and "self-management" into the Effort Monitoring and Regulation Framework (EMR) theory framework designed by de Bruin et al. (2020). In the article, the authors argue that cognitive load in learning results not only from the design but also from the processing of instruction (cf. self-management effect) and that the way instruction is processed by learners (also) depends on learners' abilities and willingness to self-monitor. Based on these assumptions, the authors assume that cognitive load is influenced by learners' self-control. The authors support their assumptions with theoretical arguments that can be derived from previous research in the field of learning with multiple representations.
Reference: Eitel, A., Endres, T., & Renkl, A. (2020). Self-management as a bridge between cognitive load and self-regulated learning: the illustrative case of seductive details. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09559-5
The article on the influence of drawing on metacognitive monitoring, titled: "Is Drawing After Learning Effective for Metacognitive Monitoring only when Supported by Spatial Scaffolds?" was published in the journal Instructional Science.
In the study, Kollmer, Schleinschok, Scheiter, and Eitel investigated whether the use of drawing after learning promotes students' metacognitive monitoring especially when they are supported in their drawing efforts. The results of the study show that (supported) drawing can be helpful for metacognitive monitoring.
Reference : Kollmer, J., Schleinschok, K., Scheiter, K., & Eitel, A. (in press). Is Drawing After Learning Effective for Metacognitive Monitoring only when Supported by Spatial Scaffolds? Instructional Science. https://rdcu.be/b5yz8