视觉空间线索对动画学习的影响：来自眼动的证据

发布时间：2018-07-03 10:24

本文选题：线索 + 经验　；参考：《华中师范大学》2014年硕士论文

【摘要】：动画学习过程中,线索对学习效果和学习过程中的注意分配的影响是一个重要的问题。本研究结合后测问卷和眼动技术分别探讨线索、学习者的先前知识经验、动画播放的速度和文字的精简性对动画学习效果和注意分配的影响。研究一采用2线索(无线索,有线索)×2经验(低经验,高经验)的两因素组间设计,探讨线索和经验对动画学习效果和注意分配模式的影响。结果显示：无线索组的保持测验好于有线索组,无线索组和有线索组的迁移测验成绩差异不显著；高经验者比低经验者对学习的感知难度更低,学习效果更好；高经验者对文字兴趣区的注视时间低于对图片兴趣区的注视时间。研究二中采用2线索(无线索,有线索)×2速度(快速,慢速)的两因素组间设计,探讨线索和动画播放速度对学习效果和学习过程中的注意分配的影响。结果显示：无线索组的保持测验成绩好于有线索组,迁移测验成绩差异不显著；快速组和慢速组的保持测验和迁移测验成绩差异不显著；有线索组的注视点更少,平均注视时间更长；慢速组的平均注视时间更长,加权注视点个数更少。研究三中,采用2线索(无线索,有线索)×2文字精简性(文字精简,文字冗余)的两因素组间设计,探讨线索和文字精简性对学习效果和注意分配模式的影响。结果显示：在保持测验和迁移测验成绩上,无线索组和有线索组的差异不显著；文字精简组和文字冗余组的差异不显著；无线索组的注视频率和注视点个数大于有线索组；文字精简组在注视点个数、注视频率、扫描路径长度和眼跳进入兴趣区的次数上都少于文字冗余组。通过以上三个研究,得出以下几点结论：(1)动画中加入线索,并不能提高学习者的迁移测验和保持测验成绩；(2)虽然在动画中加入线索不能提高学习成绩,但是线索还是可以吸引学习者注意关键信息,只是动画的动态特性削弱了线索的有效性；(3)经验水平影响学习者的注意加工模式：高经验者对图片区的注视增加,对文字区的注视减少；(4)经验逆转效应：线索可以引导低经验者的注意,但是对高经验者没有促进作用,出现了经验逆转效应；(5)文字精简性：文字的精简性虽然没有影响学习成绩,但是影响了学习者的眼动注视模式。文字精简的条件下,线索更为有效。
[Abstract]:In the process of animation learning, the influence of clues on learning effect and attention allocation is an important problem. Combined with posttest questionnaire and eye movement technique, this study explored the effects of clues, learners' previous knowledge and experience, speed of animation playback and text simplification on animation learning and attention allocation. In the first study, we used 2 cues (without cues, cues) 脳 2 experiences (low experience, high experience) to design between two factors, and discussed the influence of cues and experiences on animation learning effect and attention distribution mode. The results showed that the retention test in the cue-free group was better than that in the cue-free group, and there was no significant difference in the scores of the transfer test between the cue-free group and the cue-free group, and the perceived difficulty and learning effect of the high-experienced group were lower than that of the low-experienced group. The fixation time of the high-experienced people on the text interest area was lower than that on the picture interest area. In the second study, two cues (without cues, cues) 脳 2 speed (fast, slow) were used to design between two factors, and the effects of clue and animation playing speed on learning effect and attention allocation in learning process were discussed. The results showed that the retention test scores in the cue-free group were better than those in the cue-free group, and there was no significant difference in the scores of the transfer test, the retention test and the transfer test in the fast group and the slow group, and the fixation points in the cue-free group were even less. The average fixation time was longer and the number of weighted fixation points was less in the slow group. In the third study, two cues (no cues, cues) 脳 2 text simplification (text simplification, text redundancy) were used to study the effects of cues and text simplification on learning effect and attention distribution model. The results showed that there was no significant difference between cue-free group and cue-free group in retention test and transfer test, there was no significant difference between cue-free group and redundant group, fixation frequency and number of fixation points in cue-free group were higher than that in cue-free group. The number of fixation points, the frequency of fixation, the length of scanning path and the frequency of jumping into the region of interest in the reduced text group were less than those in the redundant text group. Through the above three studies, the following conclusions are drawn: (1) adding clues to animation can not improve learners' achievement in transfer test and retention test; (2) although adding clues to animation can not improve learning achievement, However, cues can still attract learners' attention to key information, except that the dynamic characteristics of animation weaken the validity of clues. (3) experience level affects learners' attention processing mode: the attention of highly experienced people to the image area increases. (4) the effect of empirical reversal: cues can lead the attention of the less experienced people, but it has no promoting effect on the highly experienced people, and there is an empirical reversal effect. (5) text simplification: although text simplification has no effect on learning achievement, it affects learners' eye movement and fixation pattern. Under the condition of concise text, clues are more effective.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

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