先前知识与APA角色对大学生微课学习效果的影响研究

发布时间：2018-08-06 11:12

【摘要】：随着计算机辅助学习(CAL)的发展,动画教学代理(Animation Pedagogical Agent,简称APA)逐渐以其独特性在多媒体教学中得到广泛应用。动画教学代理以某种形象作为载体,运用其移动、指示等外在功能,以及其情感、交互等内在影响,共同发挥作用而影响学习者的学习效果。与此同时,近年来,微课作为一种新型教学资源逐渐得到开发及应用,其教学内容短小但教学活动完整,体现了以学生为本的教学思想,因此本研究将APA与微课结合起来讨论,旨在提高学习者的学习效果。然而,先前的研究发现,APA对学习者学习效果的促进作用会受到很多相关因素的影响,例如学习者的先前知识和APA角色等。首先,APA作为一种辅助手段,对不同先前知识的学习者影响不同,对于同一类由APA指导的教学,低先前知识学习者往往能够取得更好的学习效果,而APA的指导对高先前知识学习者测验成绩却并没有表现出任何促进作用,甚至影响学习者取得正常学习效果。其次,APA以某种形象呈现在学习者面前,不同学习者对APA角色的偏好不同,而当屏幕上呈现的角色符合学习者偏好时,则该APA会在一定程度上提高学习者的学习兴趣,从而有助于学习者取得较好的测验成绩,反之亦然,因此不同角色的APA对学习者学习效果的影响也不相同。因此,本研究对以上两个问题进行针对性实验。首先,实验一探究APA对不同先前知识学习者微课学习效果研究,实验设计为(无APA,有APA)*(高先前知识学习者,低先前知识学习者)。之后,探究APA角色对学习者微课学习效果的影响,实验设计为:将学习者随机分成三组,并一一对应助手、教师、专家三种APA角色,分别进行微课学习。实验结果显示低先前知识学习者在APA指导下有更高的测验成绩;APA以助手而非教师和专家的角色指导教学时,学习者取得更高的测验成绩。
[Abstract]:With the development of computer aided learning (CAL), animation teaching agent (Animation Pedagogical Agent, (APA) has been widely used in multimedia teaching due to its unique characteristics. The animation teaching agent takes a certain image as the carrier, exerts its external functions such as movement, indication and so on, as well as its inner influence, such as emotion, interaction, and so on, and exerts its function together to influence the learner's learning effect. At the same time, in recent years, as a new kind of teaching resources, microcourse has been developed and applied gradually. Its teaching content is short but teaching activity is complete, which embodies the student-oriented teaching thought. Therefore, this study combines APA and micro-class to discuss. The aim is to improve the learning effect of learners. However, previous studies have found that the contribution of APA to learner learning is influenced by many related factors, such as learners' prior knowledge and APA role. First of all, as an auxiliary means, it has different influence on the learners with different prior knowledge. For the same type of teaching guided by APA, the learners with low prior knowledge can often achieve better learning results. However, the guidance of APA did not promote the achievement of previous knowledge learners, and even affected the learners to achieve normal learning results. Secondly, APA is presented to learners in a certain image. Different learners have different preferences for APA roles. However, when the roles presented on the screen correspond to learners' preferences, the APA will enhance learners' interest in learning to a certain extent. Therefore, APA in different roles has different effects on learners' learning results. Therefore, this study conducted targeted experiments on the above two problems. First of all, experiment one explores the effect of APA on the microclass learning of different previous knowledge learners. The experiment is designed as (no APA, with APA) * (high previous knowledge learners, low prior knowledge learners). Then, to explore the effect of APA role on the learning effect of micro-class, the experimental design is as follows: the learner is randomly divided into three groups, and the corresponding assistant, teacher, expert, three APA roles, respectively, for micro-lesson learning. The experimental results showed that learners with lower previous knowledge had higher test scores under the guidance of APA than learners with the role of assistant rather than teachers and experts.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G642

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