TOOL USE IN A PSYCHOMOTOR TASK: THE ROLE OF TOOL AND LEARNER VARIABLES
Journal Title: International Journal of Instruction - Year 2011, Vol 4, Issue 2
Abstract
Research on the use of learning tools has brought to light variables that influence the learner on using or not using the tools. A deeper analysis on the current findings is attempted in this study. It adds a psychomotor task; it assesses the actual functionality of the employed tools, and it further explores learner-related variables that influence tool use, most importantly on perceived tool functionality (the beliefs of learners that a certain tool would be the most optimal one). Fifty-eight learners had to build a LEGO® figure. Two tools were used: a video with intentionally low functionality demonstrating the figure assembly, and a step-by-step guideline with pictures. Based on the tools, there were three experimental conditions: guideline (G), video (V) both tools (GV); and one control condition (C) without tools. To analyze the functionality of the tools, the effect of tool use on performance was monitored at two different moments in all conditions. To examine the perceived functionality of tools, the tool use by the learners was monitored in the (GV) condition. Moreover, we checked for the effect of prior knowledge, metacognition and self-efficacy on tool use in the (GV)condition. Results revealed that the tools were functional. The (G), (V) and (GV) conditions significantly outperformed the (C) condition, but contrary to our assumptions, the (V) condition outperformed the other experimental conditions. Regarding perceived functionality, all learners perceived the tools as functional, that means all learners picked a tool. They, however, could not identify from which tool they would benefit the most, i.e. they could not recognize the most functional tool. Concerning the other learner-related variables, no significant effect was found. Theoretical implications for further research are discussed. First on what kind of tool-related variables influence tool use. Second on the effect learner-related variables, especially perceptions, might have on using tools.
Authors and Affiliations
Norma A. Juarez-Collazo, Griet Lust, Jan Elen, Geraldine Clarebout
Keywords
Related Articles
- EP ID EP134666
- DOI -
- Views 123
- Downloads 0
Indicateurs d'Évaluation Empiriques dans Enseignement Supérieur Thaï:l'Évaluation d'Apprenants Multidimensionnels À Base de Théorie
Cette étude a proposé les indicateurs empiriques qui peuvent être validés et adoptés dans des institutions d'enseignement supérieur pour évaluer la qualité d'enseignement et l'apprentissage et servir de critères d'éval...
Creating an Authentic Learning Environment in the Foreign Language Classroom
The present study aimed to assess the performance of a non-formal basic education (NFBE) schools project initiated in the province of Punjab with the assistance of the Japan International Co-operation Agency (JICA). The...
Metacognitive Strategy Instruction as a Means to Improve Listening SelfEfficacy among Iranian Undergraduate Learners of English
Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on th...
Enhancing Foreign Language Learning through Listening Strategies Delivered in L1: An Experimental Study
Listening used in language teaching refers to a complex process that allows us to understand spoken language. The current study, conducted in Iran with an experimental design, investigated the effectiveness of teac...
Attitude towards Computers and Classroom Management of Language School Teachers
Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the t...