Der Einfluss multimedialer Versuchsanleitungen auf die Lernwirksamkeit und die Selbstwirksamkeitserwartung

This study investigates the influence of the mode of presentation of a laboratory instruction on the learning performance and the self-efficacy. N = 820 pupils aged 12 to 16 years (M = 13.7 years, SD = 1.1 years) worked on experiments on optics and infrared radiation using three types of laboratory instructions. The instruction variants included picture-text instructions in the form of classic worksheets, picture-oral instruction instructions similar to frontal teaching with rehearsed spoken text by the workshop leaders and video instructions in which teenagers demonstrated the experiment set-up based on the same text and picture content as the picture-text instructions. The study aims at providing indications about which multimedia instructions are suitable so that pupils with different levels of self-efficacy can carry out simple experiments independently and effectively. The data were collected quantitatively in a pre- and post-test and possible correlations between the modes of representation, the self-efficacy and the learning performance were tested using multilevel regression analyses. The data analysis suggests that in the context of this study, all three instruction variants can be considered equally effective in terms of learning performance. With regard to self-efficacy expectations, the results indicate that it might be appropriate to reconsider the use of picture-text instructions, as a significant decrease in self-efficacy expectations was observed with this type of instruction.