基于认知风格的慕课视频分类模型研究

发布时间：2018-05-10 11:56

本文选题：认知风格 + 慕课视频　；参考：《广东技术师范学院》2017年硕士论文

【摘要】：慕课(MOOC,Massive Open Online Course)的兴起将以知识点短视频学习为主的教育革命推向高潮。慕课主张以视频为载体,学习者根据需要按照知识点进行自主学习。但现有的教育视频分类方式和视频搜索引擎并没有考虑学习者之间存在着认知层面的差异问题;没有匹配学习者的学习行为特征和慕课的视频特征,学习者在搜索某个知识点视频时,很难快速、准确地找到适合自身特点的教学视频内容。本文着眼于学习者的差异,尝试从认知风格的角度出发,提出基于认知风格的慕课视频多模态分类模型,旨在根据学习者的认知风格,快速定位最适合学习者的教学视频,从而提高学习效率。论文的主要研究内容如下:(1)构建基于认知风格的多模态视频分类模型。结合系统理论的观点,考虑学习者、慕课视频、教学者等要素,从认知风格角度建立视频分类维度模型,提出言语-表象型、场独立-场依存型、聚合-发散型、冲动-沉思型、粗放-敏锐型等维度认知风格相应的学习者特征、视频特征和视频可量化的分类依据。(2)以言语-表象型、场独立-场依存型两个认知风格维度为例,确定学习者认知风格测量量表,提出慕课视频量化规则,完成对学习者特征和慕课视频的量化评价。(3)根据提出的视频多模态分类模型,以388名初中学生为被试进行实证研究,验证模型的有效性。研究数据表明:认知风格和视频类型都对学习效果有着显著影响;慕课视频能够有效提高学习者的学习效果,观看视频与未观看视频分数相差近30分;当学习者获得与自身认知风格相匹配的视频时,学习效果达到最佳,高出获得不相匹配认知风格视频的成绩14.09分。(4)针对研究结果,本文提出慕课视频的制作策略和基于认知风格的慕课视频推荐系统建设策略。实证研究结果表明本文提出的多模态视频分类模型,能够有效提高学生的学习效率。
[Abstract]:The rise of Moo Open Online course will bring to the climax the educational revolution based on short video learning. Moo class advocates video as the carrier, learners according to the need to learn according to their own knowledge. However, the existing educational video classification methods and video search engines do not consider the cognitive differences among learners, and do not match the learners' learning behavior characteristics and the video features of the lessons. It is difficult for learners to quickly and accurately find the teaching video content suitable for their own characteristics when searching for a certain knowledge point video. Focusing on learners' differences, this paper attempts to put forward a cognitive style-based multi-modal video classification model for the purpose of quickly locating the most suitable instructional video for learners according to the learners' cognitive styles. So as to improve the efficiency of learning. The main contents of this paper are as follows: 1) constructing a multi-modal video classification model based on cognitive style. From the viewpoint of system theory, considering the factors such as learners, videos, teachers and so on, this paper establishes the video classification dimension model from the perspective of cognitive style, and puts forward the speech-representation model, field independence-field dependence type, aggregation-divergence type, etc. The corresponding learner characteristics, video features and quantifiable classification basis of the cognitive styles in the dimensions of impulsive-contemplation, extensive acuity, etc.) take the two cognitive style dimensions of speech and representation, field independence and field dependence as examples. According to the proposed multi-modal video classification model, 388 junior middle school students were selected as subjects to carry out an empirical study. Verify the validity of the model. The results show that both cognitive style and video type have a significant effect on the learning effect, and that the video can improve the learning effect of learners effectively, and the difference between watching video and not watching video is nearly 30%. When the learner gets the video that matches his cognitive style, the learning effect is the best, which is higher than the score of 14.09 points. This paper puts forward the strategies of making and building the video recommendation system based on cognitive style. The empirical results show that the multi-modal video classification model proposed in this paper can effectively improve the learning efficiency of students.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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