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Anna Ertelt

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Anna Ertelt, Dipl. Psych., Dr.

Short Vita

1977:

Born in Hechingen (Germany).

1997-2003:

Study of Psychology at the University of Freiburg (Germany).

10/2003:

Graduation in Psychology at the University of Freiburg (Germany). Thesis: "Experten-Laien-Kommunikation in der internetbasierten Computerberatung - Ein Interventionsexperiment zur Optimierung der Problembeschreibung von Laien". [Asynchronous communication between computer experts and laypersons: Supporting laypersons in describing their problems to the computer hotline]

11/2003-06/2007:

PhD student of the VGK (with scholarship).

Contact

Phone: ++49 (0) 761 / 203 9408
FAX: ++49 (0) 761 / 203 3100
email: anna.ertelt@psychologie.uni-freiburg.de
WWW: My homepage

Department of Psychology
University of Freiburg
Engelbergerstr. 41
D-79085 Freiburg (Germany)

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Ph.D. Project

Topic: Multi-media based Worked-out Examples: Learning Computer Applications by using On-Screen-Videos

Supervisor: Prof. Dr. Hans Spada (Freiburg); Prof. Dr. Friedrich Hesse (Tübingen)

Start of the Ph.D. project: 11/2003

Summary

In our modern age, computers are everywhere. They are in our homes, our work, and even places of entertainment. As a result, expertise in using the computers, or computer literacy, not only has become commonplace, but important. However, as hardware and software become more powerful, complex, and graphically demanding, acquiring expertise in computer applications remains a daily challenge, even for the experienced computer user (Kiesler, Zdaniuk, Lundmark, & Kraut, 2000). Therefore a visual presentation of the training contents (e.g. how to...? How the result must look?) seems obvious and appropriate (Atlas, Cornett, Lane, & Napier, 1997).

The problem of many software tutorials is that they are presented in a split-source-format (e.g. manual & computer). This leads to the split-attention-effect causing cognitive overload (Chandler & Sweller, 1996; Kalyuga, Chandler, & Sweller, 1999). If you want to create a learning situation where schema generation and automating is possible, you have to avoid cognitive overload. One possibility in achieving this goal is the integration of screen captures in software tutorials (Gellevij, Van der Meij, De Jong, & Pieters, 2002; van der Meij, 2000; van der Meij & Gellevij, 1998). Another approach is using the results of the social learning theory (Bandura, 1977), which presumes that behaviour can be learned symbolically through cognitive processes during observation without being performed immediately (Blandin, Lhuisset, & Proteau, 1999).
By modelling worked-out examples, it is possible to demonstrate authentic, complex tasks with various solution steps on how experts solve them (Collins, Brown, & Newman, 1989). In this context, using software tutorials that use on-screen-videos seems appropriate. Unfortunately, research concerning videos doesn't provide concise conclusions. There are a number of advantages such as high acceptance among viewers and the ability to teach subjects that cannot be easily taught using just words. At the same time, this method is criticized because it can lead to superficial learning and consequentially, no knowledge transfer. The passive receptive attitude while watching videos is the reason that learning outcomes cannot be maintained in the long run (Atlas et al., 1997). To summarize, a conclusion concerning the quality of videos as a learning method cannot be made. They seem promising, but their value depends on the instructional quality of the learning situation and the videos.

The starting point to improving the effectiveness of video tutorials is the lack of transfer and passive receptive attitude while watching videos. To accomplish this, the tutorial must be divided into small, meaningful blocks. This segmentation of the solution of a worked-out example has been very successful in other learning formats (e.g. learning of solving probability problems (Catrambone & Holyoak, 1990)). Knowledge transfer can be fostered by making sub-goals in solution procedures salient either by visually isolating them or by assigning a label. The tendency of learners to learn the solution procedures as a fixed chain of steps that has to be applied as a whole is counteracted, and they are enabled to reassemble the meaningful building blocks while solving new problems. In this study we want to ensure transfer by segmenting the solution of the different tasks via labels (segmentation through labelling).

In order to avoid the passive receptive attitude, the segmentation is realized through implementation of interactive push buttons. As a consequence, users' attention would be drawn to the content and different solution steps (segmentation through pacing).

The setting of the study is software training using on-screen-videos. The first study was successfully conducted in January 2005. 101 university students took part in this study. They examined an unknown computer application with on-screen videos. The results showed a clear advantage of videos with respect to declarative and procedural knowledge in comparison to a standard introduction of the computer application. Videos with labeling and without pacing supported the acquisition of declarative knowledge, whereas videos with pacing improved procedural knowledge.
The second study will be conducted in May 2006 in order to replicate the findings and to test the impact of exercises on near and far transfer.

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Publications

In Press

Ertelt, A., Renkl, A., & Spada, H. (in press). Making a difference – Exploiting the full potential of instructionally designed on-screen videos. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the 7th International Conference of the Learning Sciences. Mahwah, NJ: Erlbaum.

Nückles, M., & Ertelt, A. (in press). The problem of describing a problem. Supporting laypersons in presenting their queries to the Internet-based helpdesk. International Journal of Human-Computer Studies. [preprint]

Nückles, M. & Ertelt, A., Wittwer, J., & Renkl, A. (im Druck). Scripting laypersons' problem-descriptions in Internet-based communication with experts. In F. Fischer, H. Mandl, J. M. Haake, & I. Kollar (Eds.), Scripting computer-supported communication of knowledge - cognitive, computational and educational perspectives.

2005

Ertelt, A., Renkl, A. & Spada, H. (2005). Learning a New Computer Application Using On-Screen Videos. In A. Méndez Vilas, B.G. Pereira, J. M. González & J. A. M González (Eds.), Recent Research Developments in Learning Technologies (Vol. 2, pp.757-762). Badajoz: Formatex 2005.

2004

Nückles, M., Wittwer, J., Ertelt, A., & Renkl, A. (2004). Online-Computerberatung - Teil 1. Maßnahmen zur Verbesserung der Wissens- und Informationskommunikation in der Online-Beratung. Bulletin SEV/VSE, 9/04, 49-52. (Fachzeitschrift des Schweizer Verbands für Elektro-, Energie- und Informationstechnik und des Verbands Schweizerischer Elektrizitätsunternehmen).

Nückles, M., Wittwer, J., Ertelt, A., & Renkl, A. (2004). Online-Computerberatung - Teil 2. Maßnahmen zur Verbesserung der Wissens- und Informationskommunikation in der Online-Beratung. Bulletin SEV/VSE, 11/04, 43-46. (Fachzeitschrift des Schweizer Verbands für Elektro-, Energie- und Informationstechnik und des Verbands Schweizerischer Elektrizitätsunternehmen).

Wittwer, J., Nückles, M., Ertelt, A., & Renkl, A (2004). Problemfeld Online-Beratung: Maßnahmen zur Förderung der Kundenorientierung und kommunikativen Effizienz. Wirtschaftspsychologie, 4, 56-71.

Presentations

Ertelt, A. & Nückles, M. (2005). Lernen ein Problem zu beschreiben: Eine Maßnahme zur Unterstützung von Laien am Beispiel der netzbasierten Computerberatung. Paper presented at 10. Fachtagung Pädagogische Psychologie 26.-28.09.2005, Halle.

Ertelt, A., Renkl, A. & Spada. H. (2005). Instructionally Designed On-Screen Videos as an Effective Learning Tool. Paper presented at 11th Biennial Conference EARLI, August 23 - 27, 2005, Nicosia, Cyprus

Ertelt, A., Renkl, A. & Spada. H. (2005).Instructionally Designed On-Screen Videos as an Effective Learning Tool. Poster presented at JURE-Conference (Junior Researchers of EARLI), August 22 - 23, 2005, Nicosia, Cyprus

Ertelt, A., Renkl, A. & Spada. H. (2005). Learning a New Computer Application Using On-Screen-Videos. Paper presented at 3rd International Conference on multimedia and Information & Communication Technologies in Education (m-ICTE2005) June 7-10th 2005, Caceres, Spain.

Ertelt, A. & Nückles, M. (2004). Bessere Problembeschreibungen durch Skripts? Eine Maßnahme zur Unterstützung von Laien in der netzbasierten Computer-Beratung. Paper presentend 44th Kongress der Deutschen Gesellschaft für Psychologie, Göttingen.

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Last update: 26th June 2007
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