多媒体呈现方式与认知风格对学习效果的影响研究

发布时间：2019-04-30 16:17

【摘要】：基于动态信息表征的多媒体学习正得到日益广泛的重视和研究，尤其是动画多媒体学习的研究开始兴起并得到迅速发展。将多媒体信息呈现方式和学习者个体特征因素结合起来展开研究，代表着当前多媒体学习研究的前沿和发展趋势。因此，将动画多媒体信息呈现方式和学习者认知风格研究结合研究具有重要的理论研究价值和现实指导意义。以Mayer的多媒体认知理论和Kozhevnikov的认知风格理论为基础，在学习者控制多媒体播放时间的形式下，检测不同认知风格的学习者多媒体呈现方式的对学习成绩的保留、迁移和学习成效的影响关系。以大学生为研究对象，通过3X3的二因素准实验设计来展开研究。其中，实验的自变量为学习者的认知风格（言语型、空间表象型、客体表象型）和多媒体信息呈现方式（动画+文字、动画+文字+讲解、动画+讲解），实验的因变量为学习时间、学习成绩和学习绩效。研究结果发现：首先，，在学习成绩方面，多媒体呈现方式与认知风格对学学习保留成绩未形成显著性的差异，多媒体呈现方式的主效应产生差异影响。而学习者认知风格与多媒体呈现方式对学习迁移成绩有显著的交互影响作用，空间表象型和客体表象型两种学习者最优多媒体信息呈现方式都为动画+讲解形式，言语型的学习者最优多媒体信息呈现方式为动画+文字+讲解形式；其次，在学习时间方面，认知风格与多媒体呈现方式没有显著的交互作用影响，其中多媒体呈现方式影响对学习时间有显著的差异影响，认知风格的主效应不显著，不同的多媒体信息呈现方式影响学习者的学习时间；最后，在学习绩效方面，不同的认知风格与多媒体呈现方式有显著的交互作用影响，与认知风格对应的多媒体呈现方式优先级与学习迁移成绩一致，但存在内在的差异。动画多媒体信息呈现方式和学习者认知风格研究仅仅是多媒体信息呈现方式与学习者个体特性因素结合研究领域的一个方面，还包括诸如学习者原有知识水平、空间认知能力等等，动画多媒体信息呈现方式与这些因素的结合研究还有待于进一步展开深入而全面的研究。
[Abstract]:Multimedia learning based on dynamic information representation is being paid more and more attention and research, especially the study of animation multimedia learning is beginning to rise and develop rapidly. The combination of presentation mode of multimedia information and individual characteristics of learners represents the frontier and development trend of multimedia learning research at present. Therefore, combining the presentation of animation multimedia information with learners' cognitive style has important theoretical research value and practical guiding significance. Based on Mayer's multimedia cognitive theory and Kozhevnikov's cognitive style theory, under the control of multimedia playback time by learners, this paper examines the retention of learners' multimedia presentation styles to their academic achievement in different cognitive styles. The relationship between transfer and learning effectiveness. Taking college students as the research object, the research is carried out through the two-factor quasi-experimental design of 3X3. Among them, the independent variables of the experiment are learners' cognitive style (speech pattern, spatial representation type, object representation type) and multimedia information presentation mode (animation text, animation text explanation, animation explanation). The dependent variables of the experiment were learning time, academic achievement and learning performance. The results show that: firstly, in the aspect of academic achievement, there is no significant difference between multimedia presentation style and cognitive style on academic retention performance, and the main effect of multimedia presentation style is different. However, learners' cognitive style and multimedia presentation have significant interactive effects on learning transfer performance. The two optimal presentation modes of multimedia information for learners, spatial representation and object representation, are both animated explanations. The optimal presentation mode of multimedia information for the learners of speech pattern is the form of explanation of animated characters; Secondly, in the aspect of learning time, there is no significant interaction between cognitive style and multimedia presentation style, in which the influence of multimedia presentation style has a significant difference in learning time, and the main effect of cognitive style is not significant. Different presentation modes of multimedia information affect learners' learning time; Finally, in the aspect of learning performance, different cognitive styles have significant interaction with multimedia presentation style, and the priority of multimedia presentation style corresponding to cognitive style is consistent with learning transfer achievement, but there are inherent differences. The study of animation multimedia information presentation style and learners' cognitive style is only one aspect of the research field of the combination of multimedia information presentation style and learners' individual characteristics, and it also includes learners' original knowledge level. Spatial cognitive ability and so on, the combination of the presentation mode of animation multimedia information and these factors needs to be further studied in depth and in an all-round way.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G434

【参考文献】