降低课堂认知负荷的知识可视化研究

发布时间：2018-04-15 21:06

本文选题：认知负荷 + 知识可视化　；参考：《电化教育研究》2017年03期

【摘要】：文章针对课堂知识量多、结构分散容易导致大学生认知负荷过高而影响学习效果的问题,基于大脑信息加工原理、信息编码过程和信息多维属性,建立了大学生认知负荷结构和知识获取过程,分析了基于多维属性的知识类型与设计元素映射关系,以及降低认知负荷的知识可视化步骤及方法。研究发现:(1)大学生的认知负荷结构包括以认知能力为主的内在负荷、以经验行为为主的相关负荷以及任务、信息和设计负荷融合的外在负荷;(2)知识可视化过程涉及分解多维属性、划分结构特征、分析可视性和创建交互性;(3)多媒体中的颜色、纹理、透明度、形状、布局、方位和位置等可视化元素,主要通过对觉察、分辨、理解、获取和预测能力的调节,降低认知负荷。
[Abstract]:This paper aims at the problem that the students' cognitive load is too high and the learning effect is affected by the large amount of classroom knowledge and the scattered structure, based on the principle of brain information processing, the information coding process and the multidimensional attributes of information.The cognitive load structure and knowledge acquisition process of college students are established, and the mapping relationship between knowledge types and design elements based on multidimensional attributes is analyzed, as well as the steps and methods of knowledge visualization to reduce cognitive load.The study found that the cognitive load structure of college students includes the internal load based on cognitive ability, the related load and task based on experiential behavior.The process of knowledge visualization involves the decomposition of multidimensional attributes, the division of structural features, the analysis of visibility and the creation of interactivity / 3) the color, texture, transparency, shape and layout of multimedia.The visual elements, such as orientation and position, reduce the cognitive load by adjusting the ability of perception, resolution, understanding, acquisition and prediction.
【作者单位】：南京林业大学家居与工业设计学院;
【基金】：江苏高校品牌专业建设工程项目“木材科学与工程”(项目编号:PPZY2015B150) 南京林业大学校青年科技创新基金资助项目“时间负荷情境中的界面认知模式序列及信息编码研究”(项目编号:CX2016029)
【分类号】：G434

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