动画呈现方式与空间能力对多媒体学习的影响
发布时间：2018-08-25 07:48
【摘要】：在高速发展的现代信息社会,计算机技术和网络技术在教育领域中被广泛应用,多种以计算机为传播媒介的多媒体学习形式应运而生。动画作为多媒体环境的一种信息表征形式,因其形象生动、易吸引学习者注意等特点受到了教育者的喜欢而被广泛应用。 基于计算机的动画信息表征方式是一种信息的动态可视化技术。空间能力成为影响动态可视化学习效果的重要因素。关于动态可视化研究的“能力促进”假设认为,高空间能力的学习者可以从动画学习中获益,而低空间能力学习者则不能；“能力修复”假设认为,动画可以帮助低空间学习者建构起相关的心理模型,弥补低能力学习者在空间能力上的不足。根据这两种貌似自相矛盾的假设及一些相关的研究,我们不能知道空间能力与动画多媒体学习有怎样的影响关系,是高空间能力学习者在动画情境的学习环境中学习效果较好,还是低空间能力水平者在动画情境中学习效果较好。 本研究从学习保持效果、学习迁移效果及学习者认知负荷的角度入手,探索动画呈现方式和空间能力差异对多媒体学习效果的影响,高空间能力水平的学习者是否比低空间能力水平者在动画学习环境中学习得更好,产生的外部认知负荷也是否会更小呢?另外,学习内容的动画表征方式是否与空间能力对学习产生交互的影响作用呢?本文的主要研究内容包括以下几个方面： (1)动画呈现方式对多媒体学习保持和学习迁移,以及对学习者认知负荷的影响。 (2)空间能力对多媒体学习保持和学习迁移,以及对学习者认知负荷的影响。 (3)动画呈现方式与空间能力的交互作用对多媒体学习保持和学习迁移,以及对学习者认知负荷的影响。 本论文采用实验研究法,根据大学生的空间能力水平进行分组实验,检测不同空间能力水平(高空间能力水平和低空间能力水平)的大学生在不同动画呈现方式(连续播放和可控制进度)的学习情境中,学习效果(学习保持和学习迁移)和学习过程中的认知负荷。研究结果显示,空间能力对学习效果和认知负荷有显著的影响。
[Abstract]:In the rapid development of modern information society, computer technology and network technology are widely used in the field of education. Animation, as a form of information representation in multimedia environment, is widely used by educators because of its vivid image and easy to attract the attention of learners. The representation of animation information based on computer is a dynamic visualization technology of information. Spatial ability has become an important factor to affect the effect of dynamic visualization learning. The "ability promotion" hypothesis for dynamic visualization studies assumes that learners with high spatial abilities can benefit from animation learning, while learners with low spatial abilities do not; the "ability repair" hypothesis states that, Animation can help low-space learners to construct relevant mental models and make up for the deficiency of low-level learners in spatial ability. According to these two seemingly contradictory assumptions and some related studies, we can not know how the spatial ability and the animation multimedia learning have any influence, it is that the high spatial ability learners have better learning effect in the animation situation learning environment. Or low spatial ability level in the animation situation learning results are better. From the perspective of learning retention effect, learning transfer effect and learners' cognitive load, this study explores the effects of animation presentation and spatial ability differences on multimedia learning effects. Are learners with high spatial competence learning better in animation learning environment than those with low spatial competence, and will the external cognitive burden be smaller? In addition, whether the animation representation of learning content and spatial ability have an interactive effect on learning? The main research contents of this paper are as follows: (1) the animation presentation methods maintain and transfer the multimedia learning. And the impact on learners' cognitive load. (2) Spatial ability has great influence on multimedia learning retention and transfer. (3) the interaction between animation presentation and spatial ability on multimedia learning retention and transfer, as well as on learners cognitive load. This paper adopts the experimental research method to carry on the grouping experiment according to the university student's spatial ability level. College students with different spatial ability levels (high spatial ability level and low spatial ability level) were studied in different animation presentation modes (continuous playback and controllable progress). Learning effect (learning retention and learning transfer) and cognitive load in the learning process. The results show that spatial ability has a significant effect on learning effect and cognitive load.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G434
本文编号：2202236
[Abstract]:In the rapid development of modern information society, computer technology and network technology are widely used in the field of education. Animation, as a form of information representation in multimedia environment, is widely used by educators because of its vivid image and easy to attract the attention of learners. The representation of animation information based on computer is a dynamic visualization technology of information. Spatial ability has become an important factor to affect the effect of dynamic visualization learning. The "ability promotion" hypothesis for dynamic visualization studies assumes that learners with high spatial abilities can benefit from animation learning, while learners with low spatial abilities do not; the "ability repair" hypothesis states that, Animation can help low-space learners to construct relevant mental models and make up for the deficiency of low-level learners in spatial ability. According to these two seemingly contradictory assumptions and some related studies, we can not know how the spatial ability and the animation multimedia learning have any influence, it is that the high spatial ability learners have better learning effect in the animation situation learning environment. Or low spatial ability level in the animation situation learning results are better. From the perspective of learning retention effect, learning transfer effect and learners' cognitive load, this study explores the effects of animation presentation and spatial ability differences on multimedia learning effects. Are learners with high spatial competence learning better in animation learning environment than those with low spatial competence, and will the external cognitive burden be smaller? In addition, whether the animation representation of learning content and spatial ability have an interactive effect on learning? The main research contents of this paper are as follows: (1) the animation presentation methods maintain and transfer the multimedia learning. And the impact on learners' cognitive load. (2) Spatial ability has great influence on multimedia learning retention and transfer. (3) the interaction between animation presentation and spatial ability on multimedia learning retention and transfer, as well as on learners cognitive load. This paper adopts the experimental research method to carry on the grouping experiment according to the university student's spatial ability level. College students with different spatial ability levels (high spatial ability level and low spatial ability level) were studied in different animation presentation modes (continuous playback and controllable progress). Learning effect (learning retention and learning transfer) and cognitive load in the learning process. The results show that spatial ability has a significant effect on learning effect and cognitive load.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G434
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