有目录导航的视频对学习者学习的影响

发布时间：2018-06-20 06:53

本文选题：教学视频 + 目录导航　；参考：《华中师范大学》2017年硕士论文

【摘要】：教学视频己成为翻转课堂、大规模在线开放课程(MOOCs)等在线学习活动的重要学习资源,其设计和表现形式在一定程度上影响着学习者的学习,并引起了研究者的广泛关注。已有相关研究表明,具有交互性的教学视频对学习者的学习有积极影响。然而,目前在线学习环境中教学视频的应用还停留在播放、暂停、拖动进度条等简单交互层面,缺乏个性化的交互支持,容易造成学习者学习效率低、知识掌握不牢固等问题。基于此,本研究尝试从教学视频的交互性角度,探究教学视频中的目录导航交互功能对学习者学习的影响。本研究首先通过对目前在线学习环境中教学视频的应用现状和以往的研究分析,确定了研究问题。然后,通过准实验探究有目录导航的视频对学习者在学习陈述性知识和程序性知识的影响。本研究包括两个实验,实验一是有目录导航的视频对陈述性知识学习效果影响的研究。结果显示:对于陈述性知识,在学习效果方面,教学视频中有无目录导航对其学习保持效果没有显著影响,但对学习迁移效果有显著性影响,即有目录导航的视频的学习迁移效果好于无目录导航的视频;在认知负荷方面,有目录导航的视频的认知负荷显著低于无目录导航的视频;在学习满意度方面,教学视频形式与学习风格之间交互作用显著,即在有目录导航的视频下,综合型学习风格的学习者的学习满意度高于序列型学习风格的学习者。实验二是有目录导航的视频对程序性知识学习效果影响的研究。结果显示:对于程序性知识,教学视频中有无目录导航对其学习效果、认知负荷和学习满意度都没有显著影响。综合实验一和实验二的结果可知,有目录导航的视频对不同知识类型的影响不同,有目录导航的视频对陈述性知识的学习有积极影响,而对程序性知识几乎没有影响。本研究的结论对未来教学视频资源的制作提供了—定的参考依据。
[Abstract]:Teaching video has become an important learning resource for online learning activities such as flipping classroom and large-scale online open courses. To some extent, its design and expression have influenced learners' learning, and have attracted extensive attention of researchers. Relevant studies have shown that interactive instructional videos have a positive impact on learners' learning. However, at present, the application of teaching video in online learning environment still stays at the simple interactive level, such as playing, pausing, dragging progress bar and so on. The lack of individualized interactive support can easily lead to low learning efficiency and weak knowledge acquisition. Based on this, this study attempts to explore the interactive function of directory navigation in instructional video on learners' learning from the perspective of interactive teaching video. In this study, the current application of teaching video in the online learning environment and the previous research analysis are first analyzed, and the research problems are determined. Then, the effects of video with directory navigation on learners' declarative knowledge and procedural knowledge were investigated by quasi-experiment. This study includes two experiments. One is the effect of video with directory navigation on declarative knowledge learning. The results showed that for declarative knowledge, there was no significant effect on the learning retention effect, but there was a significant effect on the learning transfer effect. That is, the learning transfer effect of video with directory navigation is better than that without directory navigation; the cognitive load of video with directory navigation is significantly lower than that of video without directory navigation; in terms of learning satisfaction, the cognitive load of video with directory navigation is significantly lower than that of video without directory navigation. The interaction between teaching video form and learning style is significant, that is, the learning satisfaction of comprehensive learning style learners is higher than that of sequential learning style learners. Experiment two is the research on the effect of video with directory navigation on the learning effect of procedural knowledge. The results show that there is no significant effect on the learning effect, cognitive load and learning satisfaction of the teaching video with or without directory navigation for the procedural knowledge. The results of experiment 1 and experiment 2 show that video with directory navigation has different effects on different knowledge types, video with directory navigation has a positive effect on the learning of declarative knowledge, but it has no effect on procedural knowledge. The conclusion of this study provides a reference for the future production of instructional video resources.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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