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Learning by ZAP-ing: learning effects of doing versus viewing

Matzner, M. (2011) Learning by ZAP-ing: learning effects of doing versus viewing.

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Abstract:This article investigates whether learning by doing is more beneficial than learning by viewing. 60 university students followed two ZAPs. The students were randomly assigned to either of two groups, a learning-by-doing group that followed the ZAPs normally and a learning-by-viewing group that were offered a print-out of the ZAPs. Three knowledge measures (factual declarative knowledge, conceptual declarative knowledge and procedural knowledge) were taken. The analysis focuses on comparison between and within groups. Results showed significant difference between both groups on the efficiency measure for ZAP1. All other differences were not statistically significant, suggesting that learning-by-doing and learning-by-viewing with ZAPs are equally effective. Doing as well as viewing seems to invoke cognitive activity and lead to learning. Implications for further research are discussed.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:https://purl.utwente.nl/essays/61030
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