Imagination in the classroom - an experimental study

Symbolic Mental Rehearsal (SMR) is a classroom learning sequence developed by Davis and Yi (2004) in which students first observe modelled behaviour (Bandura, 1997), generate their own notes on the behaviour, then close their eyes and mentally rehearse performing computer operations. We investigated if SMR aids learning to use databases using experimental methods. Seven intact classes were randomly assigned to either the Symbolic Mental Rehearsal (SMR) condition (n = 52) or the Control condition (n = 43); the average age of the students was 19.6 years (SD = 2.6). At 5 points during instruction, the lecturer stopped for 2 minutes, and asked students to write down key points of the topic just discussed (e.g. 'selecting and defining an information field'). While the Control condition simply read through their notes, in the SMR condition, students were requested to relax, and mentally picture themselves performing the database operations for 5 minutes, reviewing the summary notes they made if necessary. Students then completed a performance test (15 minutes), testing their capacity to solve 15 near transfer problems and 10 far transfer problems.

We controlled for general ability using students' weighted average marks, but not computer or database experience, as self-ratings of these experience levels indicated ceiling and floor effects, respectively. Our results indicate that, at least for near transfer questions, SMR enhanced learning - as measured by problem solving - in a realistic classroom exercise. We plan to conduct a follow-up experiment next year to test if this effect can be replicated.