Aufsatz
Flickering presentations do affect the judgment of learning but not the learning outcome
Zusammenfassung
We examined whether visual disfluency, as elicited by presenting text on flickering slides, affects learning positively and the global judgment of learning (JOL) negatively. Participants (N = 202 in Experiment 1, between-subjects design; N = 53 in Experiment 2, within-subjects design) saw in an online session multiple slides including textual information that they had to learn. The slides were presented either fluently or disfluently, that is, interrupted by rapid presentations of black slides, evoking a flickering effect. Thus, instead of manipulating the textual material (e.g., by using different fonts), as most studies on the disfluency effect so far did, we manipulated the characteristics of the presentation (i.e., flickering vs. nonflickering). In both experiments, JOL was lower in the flickering than in the nonflickering condition. However, flickering slides did not lead to a better memory performance. The results provide further evidence for the assumption that a beneficial disfluency effect is questionable.
Zitierform
In: Applied Cognitive Psychology Volume 37 / Issue 4 (2023-05-22) eissn:1099-0720Förderhinweis
Gefördert im Rahmen des Projekts DEALZitieren
@article{doi:10.17170/kobra-202307258475,
author={Ebersbach, Mirjam and Guschlbauer, Jana Antonia and Rummer, Ralf},
title={Flickering presentations do affect the judgment of learning but not the learning outcome},
journal={Applied Cognitive Psychology},
year={2023}
}
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2023-07-25T14:37:09Z 2023-07-25T14:37:09Z 2023-05-22 doi:10.17170/kobra-202307258475 http://hdl.handle.net/123456789/14924 Gefördert im Rahmen des Projekts DEAL eng Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ distance judgment of learning learning learning disfluency effect 150 Flickering presentations do affect the judgment of learning but not the learning outcome Aufsatz We examined whether visual disfluency, as elicited by presenting text on flickering slides, affects learning positively and the global judgment of learning (JOL) negatively. Participants (N = 202 in Experiment 1, between-subjects design; N = 53 in Experiment 2, within-subjects design) saw in an online session multiple slides including textual information that they had to learn. The slides were presented either fluently or disfluently, that is, interrupted by rapid presentations of black slides, evoking a flickering effect. Thus, instead of manipulating the textual material (e.g., by using different fonts), as most studies on the disfluency effect so far did, we manipulated the characteristics of the presentation (i.e., flickering vs. nonflickering). In both experiments, JOL was lower in the flickering than in the nonflickering condition. However, flickering slides did not lead to a better memory performance. The results provide further evidence for the assumption that a beneficial disfluency effect is questionable. open access Ebersbach, Mirjam Guschlbauer, Jana Antonia Rummer, Ralf 889-898 doi:10.1002/acp.4086 Lernen Lernstörung Beurteilung publishedVersion eissn:1099-0720 Issue 4 Applied Cognitive Psychology Volume 37 false
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