期刊名称：International Journal of Multimedia and Ubiquitous Engineering
印刷版ISSN：1975-0080
出版年度：2014
卷号：9
期号：3
页码：51-62
出版社：SERSC
摘要：A classroom lecture-style of safety training is often conducted at the beginning of each semester in university chemistry experiments, where materials such as a textbook and a video are utilized. However, we consider that a gap exists between such learning style and actual practice. In our previous study, we showed the effectiveness of ambiguous presentation to memorize the topic of learning. By taking a hint from hazard-prediction training, we propose to utilize questioning about a caution in a particular operation as a form of ambiguous presentation. People try to find answer when they are asked, which we expect to facilitate active thinking that contributes learning. An experiment showed the learning with question and answer contributed better than learning with answer only. Thinking time with 5 and 10 seconds were significantly effective in learning compared with answer-only style. Particularly, 10 seconds of thinking time allowed the subjects to look around the objects on an experimental table before being given the answer. We also found that the effect of learning is not direct proportion to the length of thinking time, i.e. 30 seconds of thinking time lost the subjects' eagerness to learn
