Abstract
This contribution presents the results of a replication study on the learning effect of tablet-supported video analysis compared to traditional teaching sequences using non-digital experimental materials in the subject areas of uniform and accelerated motion in high school physics lessons. In addition to the replication of the preliminary study results recently published in this journal (Becker et al 2018, 2019), the investigation of the effect on the cognitive load as well as the emotional state of the students is another focal point. Compared to the preliminary study, the sample size was significantly increased from N=109 to N=294. The individual effects of the preliminary study could be replicated in this way. For both topics, a significant reduction of extraneous cognitive load and a positive effect on intervention-induced emotions could be demonstrated. Moreover, the theoretically founded causal relationship between emotion, cognitive load, and learning achievement could be empirically verified by means of structural equation modeling.
Highlights
Physical experiments play a key role in learning about science (e.g., Haury and Rillero 1994; HaagenSchützenhöfer and Joham 2018), the learning-promoting potential offered by this learning activity is not sufficiently exploited (e.g., Woolnough 1979; Volkwyn et al 2008; Husnaini and Chen 2019; Kapici et al 2019)
Referring to the Cognitive Load Theory, we argued that the use of the digital learning tool in a multirepresentational learning environment leads to a reduction of the extraneous cognitive load, which, in turn, results in an increased learning performance
It was possible to replicate the positive effects of the use of tablet-supported video analysis in a replication study for two essential topics in the teaching of mechanics, uniform, and accelerated motion
Summary
Physical experiments play a key role in learning about science (e.g., Haury and Rillero 1994; HaagenSchützenhöfer and Joham 2018), the learning-promoting potential offered by this learning activity is not sufficiently exploited (e.g., Woolnough 1979; Volkwyn et al 2008; Husnaini and Chen 2019; Kapici et al 2019) The causes of this discrepancy are manifold, as the learning objectives associated with an experimental learning activity can be diverse (Hart et al 2000). Initial studies have shown positive effects of using mobile devices to enhance inquiry-based experimental learning with multiple representations on conceptual understanding (e.g., Becker et al 2018, 2019, 2020; Klein et al 2018; Kuhn and Vogt 2015; Hochberg et al 2020) and motivation (e.g., Hochberg et al 2018)
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