Self-Directed Pedagogy and Visual Learning
| dc.contributor.author | Kindell, Chloe | |
| dc.date.accessioned | 2019-12-09T19:16:17Z | |
| dc.date.available | 2019-12-09T19:16:17Z | |
| dc.date.issued | 2019-12 | |
| dc.description | Honors thesis Fall 2019 | |
| dc.description.abstract | It has been shown that interacting with content directly can improve memory for what is being studied (Kane & Anderson, 1978; Markant, DuBrow, Davachi, & Gureckis, 2014). One way that this is possible is through sentence creation. However, it has also been shown that visual depictions of information offer a significant benefit to memory (Yen, Lee, &Chen, 2012; Smith, Hunt, & Dunlap, 2015; Hockley & Bancroft, 2011). The purpose of this study was to examine whether the memory effects of self-created content might be more successful when combined with visual learning. Participants utilized one of four different study methods to memorize fifteen cue-target pairs of words. It was hypothesized that those creating their own content would have a higher rate of recall than those who were given their study materials, particularly those that created images. However, participant-generated sentences resulted in greater recall than participant-generated pictures after both the short t (47) = -9.47, p < .001, and after long retention intervals t (47) = -2.56, p = .014, indicating there might be some sort of performance anxiety leading to recall issues. This could be a form of “art anxiety.” | |
| dc.identifier.uri | http://hdl.handle.net/11416/471 | |
| dc.publisher | Florida Southern College | |
| dc.subject | Self-managed learning | |
| dc.subject | Simulated environment (Teaching method) | |
| dc.subject | Visual learning | |
| dc.subject | Perceptual learning | |
| dc.title | Self-Directed Pedagogy and Visual Learning | |
| dc.type | Thesis |
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