Learning from animated classroom exemplars: the case for guiding student teachers' observations with metacognitive prompts

Abstract

Student teachers learned about teaching principles with the help of an instructional program that included classroom animation exemplars, where expert teachers demonstrate how to apply teaching principles to a classroom scenario. Some students learned by solely observing the classroom animations, whereas others were presented with the expert's metacognitive prompts during their observations, either with or without the presence of the expert on the computer screen. Metacognitive prompts consisted of activating the teaching principles learned and focusing students' attention on relevant classroom information. Student teachers who were not provided with metacognitive prompts took longer time to study the instructional materials, produced lower scores in a transfer test, and showed lower motivation to learn than their counterparts. Consistent with past research on animated pedagogical agents, the expert teacher's presence on the computer screen did not affect learning. The findings support the need to use metacognitive prompts to help novice students effectively learn from virtual classroom scenarios.

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

“…Based on Bandura’s motivation theory (Bandura and Schunk 1981 ; Bandura 1993 ), cognitive-affective theory of learning with media (CATLM) (Moreno 2006 , 2009 ), and theory of CoI (Garrison 2011 ; Garrison and Akyol 2015 ), self-efficacy and cognitive anxiety are considered as the critical interactive psychology variable to explore science learning engagement.…”

“…Furthermore, the binary coding theory holds the point that people have two cognitive systems, imagery system, and verbal system, which are independent but interrelated in function and structure (Paivio 1986 ). Based on this, Moreno further proposed CATLM (Moreno 2006 , 2009 ) and believed that the dual-coding learning process was affected by emotion and motivation. In conclusion, it is reasonable to study CA as a sub-dimension of anxiety because this study aims to explore the impact of multimedia learning environment on students’ learning science under the influence of epidemic situation based on CATLM.…”

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with “Question-Observation-Doing-Explanation” Model during Schools Disruption in COVID-19 Pandemic

“…This research designed the QODE model by applying science learning APP, which was expected to have a motivational impact on science learning engagement in the cognitive, emotional, behavioral and social dimensions. Follow the CATLM, positive or negative emotion factors play an intermediary role in the learning process by increasing or decreasing cognitive engagement (Moreno 2006(Moreno , 2009. CA, as a cognitive component of anxiety (Ingram and Kendall 1987), weakens the role of self-e cacy and learning engagement.…”

“…Based on Bandura's Motivation Theory (Bandura and Schunk 1981;Bandura 1993), Cognitive-affective Theory of Learning with Media (CATLM) (Moreno 2006(Moreno , 2009 and Theory of CoI (Garrison 2011;Garrison and Akyol 2015), self-e cacy and cognitive anxiety are considered as the critical interactive psychology variable to explore science learning engagement.…”

“…According to the CATLM (Moreno 2006(Moreno , 2009, learners often need to invest and pay cognitive efforts in order to complete the learning task in the scienti c learning supported by multimedia environment.…”