图形组织者是一种能够表达文本组织作用的视觉表示。本研究考察视频呈现学习材料的形式下,图形组织者线索对多媒体学习的影响。研究采用单因素两水平(线索;非线索)组间设计,使用先验测验筛选出先验知识低的被试,并将其随机分为两组进行...图形组织者是一种能够表达文本组织作用的视觉表示。本研究考察视频呈现学习材料的形式下,图形组织者线索对多媒体学习的影响。研究采用单因素两水平(线索;非线索)组间设计,使用先验测验筛选出先验知识低的被试,并将其随机分为两组进行学习和测验。结果发现,在迁移测验的成绩上,线索组和非线索组无显著差异,在保持测验上,线索组和非线索组有显著差异,线索组的回忆量显著高于非线索组。研究认为,图形组织者发挥了线索的信息组织功能,帮助学习者有效组织学习材料,同时也减轻了学习者的认知负荷,因此,以图形组织者为线索能够有效提高学习者对多媒体学习材料的识记。Graphic organizers are visual representations that express the organization of text. This study examines the impact of graphic organizer prompts on multimedia learning in the form of video-presented learning materials. This study used a one-factor, two-level (cued;non-cued) between-group design. Subjects with low prior knowledge were screened out by pretesting and randomly divided into two groups: learning and testing. The results showed that there was no significant difference between the cued and non-cued groups in the transfer test, but there was a significant difference between the cued and non-cued groups in the retention test, and the recall cued group was significantly higher than the non-cued group. Research shows that graphic organizers play the information organization function of clues, help learners to organize learning materials effectively, and also reduce the cognitive burden of learners. Therefore, using the graphic organizer as a clue can effectively improve the learner’s memory of multimedia learning materials.展开更多
多媒体学习是指利用多种媒体形式(如文本、图像、音频、视频等)来辅助和增强学习过程的一种教学方法。多媒体学习的认知理论认为,学习成功的前提是学习者必须整合文本和图片信息,建立完整的心智模型。信号(如高亮、加粗、下划线等)可以...多媒体学习是指利用多种媒体形式(如文本、图像、音频、视频等)来辅助和增强学习过程的一种教学方法。多媒体学习的认知理论认为,学习成功的前提是学习者必须整合文本和图片信息,建立完整的心智模型。信号(如高亮、加粗、下划线等)可以提供丰富的信息,激发学习者的兴趣。信号可以引导学习者注意学习材料中重要的方面,促进学习者的认知加工。多媒体的信号原则指出,在多媒体学习中,清晰的信号可以突出重要信息的组织结构,帮助学习者更好地学习和记忆内容。信号通过强调文本和图片中相应的元素,促进整体心理模型的构建,从而促进多媒体学习。Multimedia learning refers to an instructional method that utilizes various media forms (such as text, images, audio, video, etc.) to assist and enhance the learning process. The cognitive theory of multimedia learning posits that the prerequisite for successful learning is that learners must integrate textual and pictorial information to establish a complete mental model. Signals (such as highlighting, bolding, underlining, etc.) can provide rich information and stimulate learners’ interest. Signals can guide learners to pay attention to important aspects of the learning materials, promoting cognitive processing. The signaling principle in multimedia learning indicates that clear signals in multimedia learning can highlight the organizational structure of important information, helping learners to better learn and remember content. Signals facilitate the construction of an overall mental model by emphasizing corresponding elements in text and images, thereby promoting multimedia learning.展开更多
多媒体教学的普遍使用在为教学带来便利的同时,也引发了一些问题。研究表明,学习者学习含有趣但无关的信息(诱惑性细节),比那些学习材料中没有诱惑性细节的学习者表现差。即诱惑性细节在多媒体学习中的不当使用会引发诱惑性细节效应。...多媒体教学的普遍使用在为教学带来便利的同时,也引发了一些问题。研究表明,学习者学习含有趣但无关的信息(诱惑性细节),比那些学习材料中没有诱惑性细节的学习者表现差。即诱惑性细节在多媒体学习中的不当使用会引发诱惑性细节效应。根据认知负荷理论和多媒体学习的认知理论,过多的信息会使有限的工作记忆容量过载,发生认知负荷超载,从而阻碍学习过程,影响学习效果。目前的研究重点在探索诱惑性细节在多媒体学习中的边界条件,以便教育工作者在使用诱惑性细节以提高教学效率的同时,减轻诱惑性细节效应,促进学生学习。The widespread use of multimedia teaching brings convenience to education, but it also raises some issues. Research indicates that learners who study materials containing interesting but irrelevant information (seductive details) perform worse than those who study materials without such details. That is, the inappropriate use of seductive details in multimedia learning can trigger the seductive detail effect. According to cognitive load theory and cognitive theory of multimedia learning, an excess of information can overload the limited capacity of working memory, leading to cognitive overload, which hinders the learning process and affects learning outcomes. Current research focuses on exploring the boundary conditions of seductive details in multimedia learning, so that educators can use seductive details to improve teaching efficiency while mitigating the seductive detail effect and promoting student learning.展开更多
文摘图形组织者是一种能够表达文本组织作用的视觉表示。本研究考察视频呈现学习材料的形式下,图形组织者线索对多媒体学习的影响。研究采用单因素两水平(线索;非线索)组间设计,使用先验测验筛选出先验知识低的被试,并将其随机分为两组进行学习和测验。结果发现,在迁移测验的成绩上,线索组和非线索组无显著差异,在保持测验上,线索组和非线索组有显著差异,线索组的回忆量显著高于非线索组。研究认为,图形组织者发挥了线索的信息组织功能,帮助学习者有效组织学习材料,同时也减轻了学习者的认知负荷,因此,以图形组织者为线索能够有效提高学习者对多媒体学习材料的识记。Graphic organizers are visual representations that express the organization of text. This study examines the impact of graphic organizer prompts on multimedia learning in the form of video-presented learning materials. This study used a one-factor, two-level (cued;non-cued) between-group design. Subjects with low prior knowledge were screened out by pretesting and randomly divided into two groups: learning and testing. The results showed that there was no significant difference between the cued and non-cued groups in the transfer test, but there was a significant difference between the cued and non-cued groups in the retention test, and the recall cued group was significantly higher than the non-cued group. Research shows that graphic organizers play the information organization function of clues, help learners to organize learning materials effectively, and also reduce the cognitive burden of learners. Therefore, using the graphic organizer as a clue can effectively improve the learner’s memory of multimedia learning materials.
文摘多媒体学习是指利用多种媒体形式(如文本、图像、音频、视频等)来辅助和增强学习过程的一种教学方法。多媒体学习的认知理论认为,学习成功的前提是学习者必须整合文本和图片信息,建立完整的心智模型。信号(如高亮、加粗、下划线等)可以提供丰富的信息,激发学习者的兴趣。信号可以引导学习者注意学习材料中重要的方面,促进学习者的认知加工。多媒体的信号原则指出,在多媒体学习中,清晰的信号可以突出重要信息的组织结构,帮助学习者更好地学习和记忆内容。信号通过强调文本和图片中相应的元素,促进整体心理模型的构建,从而促进多媒体学习。Multimedia learning refers to an instructional method that utilizes various media forms (such as text, images, audio, video, etc.) to assist and enhance the learning process. The cognitive theory of multimedia learning posits that the prerequisite for successful learning is that learners must integrate textual and pictorial information to establish a complete mental model. Signals (such as highlighting, bolding, underlining, etc.) can provide rich information and stimulate learners’ interest. Signals can guide learners to pay attention to important aspects of the learning materials, promoting cognitive processing. The signaling principle in multimedia learning indicates that clear signals in multimedia learning can highlight the organizational structure of important information, helping learners to better learn and remember content. Signals facilitate the construction of an overall mental model by emphasizing corresponding elements in text and images, thereby promoting multimedia learning.
文摘多媒体教学的普遍使用在为教学带来便利的同时,也引发了一些问题。研究表明,学习者学习含有趣但无关的信息(诱惑性细节),比那些学习材料中没有诱惑性细节的学习者表现差。即诱惑性细节在多媒体学习中的不当使用会引发诱惑性细节效应。根据认知负荷理论和多媒体学习的认知理论,过多的信息会使有限的工作记忆容量过载,发生认知负荷超载,从而阻碍学习过程,影响学习效果。目前的研究重点在探索诱惑性细节在多媒体学习中的边界条件,以便教育工作者在使用诱惑性细节以提高教学效率的同时,减轻诱惑性细节效应,促进学生学习。The widespread use of multimedia teaching brings convenience to education, but it also raises some issues. Research indicates that learners who study materials containing interesting but irrelevant information (seductive details) perform worse than those who study materials without such details. That is, the inappropriate use of seductive details in multimedia learning can trigger the seductive detail effect. According to cognitive load theory and cognitive theory of multimedia learning, an excess of information can overload the limited capacity of working memory, leading to cognitive overload, which hinders the learning process and affects learning outcomes. Current research focuses on exploring the boundary conditions of seductive details in multimedia learning, so that educators can use seductive details to improve teaching efficiency while mitigating the seductive detail effect and promoting student learning.
