微课中教师角色呈现方式对学习效果影响的实验研究
发布时间：2018-09-05 20:47
【摘要】：微课以其"短小精悍","碎片化"的特点,成为我国教育信息化资源建设的重点和研究的热点。但从心理学层面对其进行的研究还相对较少,导致很多微课教学资源流于形式,不能很好的达到学习效果,造成资源的浪费。本文从学习者的主观学习感受、认知加工过程、学习效果三个方面出发,深入探讨微课视频中教师角色的呈现方式对于学习者学习过程及学习效果的影响,关注学习者的学习体验,以期能够为微课视频资源的整体设计和制作编辑提供指导和借鉴,为微课视频学习材料的设计和开发提供理论支撑。笔者首先对现有的微课课程视频进行了梳理分析,得出现有的微课视频呈现方面的特点,确定了研究问题和方向。而后,在多媒体画面语言学研究的理论框架下,在心理学相关理论的指导下,进行了语构学研究,即以图、文画面要素组成的学习内容与以声、像画面要素组成的教师角色之间的配合研究;进行了语义学研究,即多媒体画面构成要素同学习材料知识类型之间的匹配研究。探讨了不同微课视频材料中教师角色的呈现方式、呈现位置对于学习者在学习过程中的体验及学习效果的影响。利用眼动追踪技术开展实证研究,从视觉心理层面研究揭示不同教师形象呈现位置对于学习者学习过程的影响、认知加工过程的影响,揭示不同知识类型对于教师角色呈现的需求。本研究的主要内容如下:通过问卷调查了解学习者对微课视频的认可和设计偏好,综合考虑学习材料本身的知识类型性质和教师形象的呈现位置,设计了不同知识类型对于教师角色呈现方式的需求研究,不同教师形象呈现位置对学习者学习过程和学习效果的影响两个眼动实验,通过实验得出以下结论:(1)不同类型知识需要不同的多媒体画面呈现方式,学习效果和眼动过程不同:对于陈述性知识而言,呈现教师形象通过影响学习者的认知加工过程而影响学习效果。采用呈现教师形象的方式,对于微课的学习效果较好。对于程序性知识而言,是否呈现教师形象对于学习效果的影响较小。因此,应当根据知识内容本身的性质对于微课视频的呈现方式进行设计,优化学习过程和学习效果。(2)教师角色的呈现位置影响学习者的微课课程学习效果。教师角色呈现于视频画面的不同位置,学习者的学习效果与学习者在学习过程中对于知识内容的认知资源分配比例呈正相关关系。即对于学习内容分配的认知资源比重越高,学习效果越好。实验结果表明,教师角色呈现于视频画面右上方时,学习者的学习效果较好。(3)在微课视频学习材料中增加教师形象,对于学习者在学习过程中所产生的认知负荷没有显著影响。虽然教师形象作为与知识内容的无关信息,属于学习者学习的额外认知负荷。但是,实验研究结果表明,教师形象呈现所增加的额外认知负荷并不显著。
[Abstract]:With its characteristics of "short and sharp" and "fragmentation", micro-course has become the focal point and research hotspot in the construction of educational information resources in China. However, the psychological level of its research is relatively small, resulting in a lot of micro-teaching resources in the form of a mere, can not achieve good learning results, resulting in a waste of resources. From three aspects of learners' subjective learning experience, cognitive processing process and learning effect, this paper probes into the effect of the presentation of teacher's role on the learners' learning process and learning effect. Focus on the learning experience of learners, in order to provide guidance and reference for the overall design and editing of micro-lesson video resources, and provide theoretical support for the design and development of micro-lesson video learning materials. The author firstly combs and analyzes the existing microcourse video, obtains the characteristics of the present micro-lesson video presentation, and determines the research problem and direction. Then, under the framework of the theory of multimedia picture linguistics and under the guidance of the psychology theory, this paper makes a study of the structure of the language, that is, the learning content and the sound of the text and picture elements. This paper studies the coordination between teachers' roles composed of image elements, and studies semantics, that is, the matching between multimedia picture elements and learning material knowledge types. This paper discusses the presentation of teacher's role in different microcourse video materials, and the influence of presentation position on learners' learning experience and learning effect. An empirical study was carried out by using eye movement tracking technology to reveal the effects of different teachers' image presentation positions on learners' learning process and cognitive processing process from the visual psychological level. It reveals the demand of different types of knowledge for teachers' role presentation. The main contents of this study are as follows: through the questionnaire survey to understand learners' recognition and design preference for micro-lesson videos, considering the nature of knowledge types of learning materials and the location of teachers' image. Two eye movements experiments were designed to study the demands of different knowledge types on teachers' role presentation, and the effects of different teacher image presentation positions on learners' learning process and learning effect. The following conclusions are drawn from the experiment: (1) different types of knowledge need different multimedia picture presentation methods, different learning effects and eye movement processes: for declarative knowledge, The presentation of teacher image affects the learning effect by influencing the learners' cognitive processing process. Using the way of presenting the image of teachers, the learning effect of micro-class is better. As far as procedural knowledge is concerned, whether teachers' image is presented has little effect on learning effect. Therefore, according to the nature of the knowledge content itself, we should design the presentation mode of the micro-lesson video, optimize the learning process and learning effect. (2) the location of the teacher's role affects the learning effect of the micro-lesson course. The teacher's role is presented in different positions of the video picture. The learning effect of the learner is positively correlated with the proportion of cognitive resources allocated to the knowledge content in the learning process. That is, the higher the proportion of cognitive resources allocated to learning content, the better the learning effect. The experimental results show that when the teacher's role appears in the upper right of the video picture, the learner's learning effect is better. (3) increasing the image of the teacher in the video learning materials has no significant effect on the cognitive load generated by the learner during the learning process. Although the teacher image is independent of the knowledge content, it belongs to the extra cognitive load of the learner. However, the experimental results show that the additional cognitive burden caused by teachers' image is not significant.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434
本文编号：2225418
[Abstract]:With its characteristics of "short and sharp" and "fragmentation", micro-course has become the focal point and research hotspot in the construction of educational information resources in China. However, the psychological level of its research is relatively small, resulting in a lot of micro-teaching resources in the form of a mere, can not achieve good learning results, resulting in a waste of resources. From three aspects of learners' subjective learning experience, cognitive processing process and learning effect, this paper probes into the effect of the presentation of teacher's role on the learners' learning process and learning effect. Focus on the learning experience of learners, in order to provide guidance and reference for the overall design and editing of micro-lesson video resources, and provide theoretical support for the design and development of micro-lesson video learning materials. The author firstly combs and analyzes the existing microcourse video, obtains the characteristics of the present micro-lesson video presentation, and determines the research problem and direction. Then, under the framework of the theory of multimedia picture linguistics and under the guidance of the psychology theory, this paper makes a study of the structure of the language, that is, the learning content and the sound of the text and picture elements. This paper studies the coordination between teachers' roles composed of image elements, and studies semantics, that is, the matching between multimedia picture elements and learning material knowledge types. This paper discusses the presentation of teacher's role in different microcourse video materials, and the influence of presentation position on learners' learning experience and learning effect. An empirical study was carried out by using eye movement tracking technology to reveal the effects of different teachers' image presentation positions on learners' learning process and cognitive processing process from the visual psychological level. It reveals the demand of different types of knowledge for teachers' role presentation. The main contents of this study are as follows: through the questionnaire survey to understand learners' recognition and design preference for micro-lesson videos, considering the nature of knowledge types of learning materials and the location of teachers' image. Two eye movements experiments were designed to study the demands of different knowledge types on teachers' role presentation, and the effects of different teacher image presentation positions on learners' learning process and learning effect. The following conclusions are drawn from the experiment: (1) different types of knowledge need different multimedia picture presentation methods, different learning effects and eye movement processes: for declarative knowledge, The presentation of teacher image affects the learning effect by influencing the learners' cognitive processing process. Using the way of presenting the image of teachers, the learning effect of micro-class is better. As far as procedural knowledge is concerned, whether teachers' image is presented has little effect on learning effect. Therefore, according to the nature of the knowledge content itself, we should design the presentation mode of the micro-lesson video, optimize the learning process and learning effect. (2) the location of the teacher's role affects the learning effect of the micro-lesson course. The teacher's role is presented in different positions of the video picture. The learning effect of the learner is positively correlated with the proportion of cognitive resources allocated to the knowledge content in the learning process. That is, the higher the proportion of cognitive resources allocated to learning content, the better the learning effect. The experimental results show that when the teacher's role appears in the upper right of the video picture, the learner's learning effect is better. (3) increasing the image of the teacher in the video learning materials has no significant effect on the cognitive load generated by the learner during the learning process. Although the teacher image is independent of the knowledge content, it belongs to the extra cognitive load of the learner. However, the experimental results show that the additional cognitive burden caused by teachers' image is not significant.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434
【参考文献】
相关期刊论文 前1条
1 张家华;张剑平;黄丽英;彭超云;林晓芬;;“三分屏”网络课程界面的眼动实验研究[J];远程教育杂志;2009年06期
，本文编号：2225418
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