学习者控制和任务难度对多媒体学习的影响

发布时间：2018-06-16 03:52

  本文选题：学习者控制 + 步调控制　； 参考：《心理与行为研究》2017年03期

【摘要】：使用两因素被试间设计探索在不同任务难度条件下单一的学习者控制—步调控制对120名大学生多媒体学习的影响。结果发现:(1)在复杂任务条件下,学习者控制组的再认成绩显著高于程序控制组;学习者对简单任务的主观难度感知显著低于复杂任务。(2)在学习者控制组,在学习复杂材料时,使用了控制选项的学习者其迁移成绩显著高于没有使用的学习者;但对控制的使用与否对简单任务的学习迁移成绩没有显著影响。本研究的结果表明,学习者控制可以促进大学生对比较复杂学习内容的记忆,对学习者控制的实际使用可以促进大学生对复杂内容的理解和迁移。学习任务难度在学习者控制影响多媒体学习效果中起调节作用。这一结论对多媒体学习设计具有重要启示。
[Abstract]:Two factors were designed to explore the effect of single learner control-step control on multimedia learning of 120 college students under different task difficulty. The results showed that the recognition scores of the learner control group were significantly higher than those of the program control group under the condition of complex tasks, and the subjective difficulty perception of the learners with simple tasks was significantly lower than that of the complex tasks. The transfer achievement of the learners who used the control option was significantly higher than that of the non-using learners, but the use of control had no significant effect on the transfer achievement of simple tasks. The results of this study show that learner control can promote college students' memory of more complex learning content, and the actual use of learner control can promote college students' understanding and transfer of complex content. Learning task difficulty plays a regulating role in learner control affecting multimedia learning effect. This conclusion has important implications for multimedia learning design.
，

本文编号：2025171