冗余信息呈现方式对多媒体学习效果影响的研究
发布时间：2018-08-08 14:38
【摘要】：如今随着信息技术的飞速发展,多媒体在教学当中的应用越来越广泛和普及,那么如何设计有效的多媒体呈现使其对学生的学习达到最佳的效果呢?美国理查德.E.迈耶对多媒体学习进行了系统的研究,提出了多媒体学习认知理论。本文主要基于迈耶多媒体冗余原则,重点探讨了屏幕文本不同精简程度、不同表达形式以及不同呈现位置对于多媒体学习效果的影响。 本文以迈耶的《闪电形成》作为实验材料,以某中学的学生作为实验被试,设计了两个实验。实验一采用单因素四水平被试问实验设计,自变量为四种不同精简程度的屏幕文本,分别为无文本、关键字文本、总结性文本以及全文本,因变量为保持成绩和迁移成绩。实验的目的是考察被试对于四种不同精简程度的屏幕文本的偏好,以及这四种不同精简程度屏幕文本的学习效果。 实验二采用精简程度2(总结性文本、全文本)×表达形式2(表达一致、表达相似)×呈现位置2(分离式呈现、组合式呈现)被试问实验设计。自变量为八种不同的屏幕文本呈现方式,因变量都为保持测验成绩、迁移测验成绩以及难度分数。实验二的目的是考察在特定的屏幕文本精简程度下,屏幕文本的不同表达形式以及屏幕文本的不同呈现位置对于多媒体学习效果的影响,即如何进一步改进屏幕文本的学习效果,并通过主观难度测验问卷考察学习者在学习过程中感知到的认知负荷。 通过实验得出： 1)与无文本和关键字文本相比,总结性文本和全文本学习效果并不理想,但是却是学习者所偏好的屏幕文本呈现方式。 2)对于总结性文本来讲,相似的屏幕文本显著地好于一致的屏幕文本；而对于全文本来讲,两者之间没有显著性差异。 3)不论是总结性文本还是全文本,组合式呈现的学习效果都显著地好于分离式呈现的学习效果。 4)不论是总结性文本还是全文本,改变屏幕文本的表达形式都增加了学习者的认知负荷,并且学习者认为分离式呈现比组合式呈现学习难度更大。
[Abstract]:With the rapid development of information technology, multimedia is more and more widely used in teaching, so how to design effective multimedia presentation to achieve the best results for students? Richard E. Meyer made a systematic study of multimedia learning and put forward the cognitive theory of multimedia learning. Based on Meyer's principle of multimedia redundancy, this paper mainly discusses the influence of different reduction degree, different expression form and different presentation position of screen text on multimedia learning effect. In this paper, Meyer's "Lightning formation" is used as the experimental material, and the students in a middle school are taken as the subjects to design two experiments. Experiment one is designed with single factor and four levels. The independent variable is four kinds of screen text with different degree of simplification, namely, no text, keyword text, summation text and full text. The dependent variable is to maintain the score and transfer result. The purpose of the experiment is to investigate the preference of four kinds of screen texts with different degree of simplification and their learning effects. In experiment 2, the reduced degree 2 (summative text, full text) 脳 expression form 2 (consistent expression, similar expression) 脳 presentation position 2 (split presentation, combined presentation) were tested. Independent variables are presented in eight different screen text forms, and dependent variables are retention test scores, transfer test scores and difficulty scores. The purpose of experiment two is to investigate the influence of different expression forms of screen text and different presentation position of screen text on multimedia learning effect under the specific screen text simplification degree. That is, how to further improve the learning effect of screen text, and through the subjective difficulty test questionnaire to investigate the cognitive load perceived by learners in the process of learning. The experimental results show that: 1) compared with non-text and keyword text, the learning effect of summative text and full text is not ideal. But it is the way learners prefer screen text presentation. 2) for summative text, the similar screen text is significantly better than the consistent screen text; for the full text, There was no significant difference between the two. 3) the learning effect of composite presentation was significantly better than that of separate presentation. 4) whether it was summative text or full text, the learning effect of composite presentation was significantly better than that of separate presentation. Changing the expression of screen text increases learners' cognitive burden and learners think that it is more difficult to learn by separating presentation than by combining presentation.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.3
本文编号：2172100
[Abstract]:With the rapid development of information technology, multimedia is more and more widely used in teaching, so how to design effective multimedia presentation to achieve the best results for students? Richard E. Meyer made a systematic study of multimedia learning and put forward the cognitive theory of multimedia learning. Based on Meyer's principle of multimedia redundancy, this paper mainly discusses the influence of different reduction degree, different expression form and different presentation position of screen text on multimedia learning effect. In this paper, Meyer's "Lightning formation" is used as the experimental material, and the students in a middle school are taken as the subjects to design two experiments. Experiment one is designed with single factor and four levels. The independent variable is four kinds of screen text with different degree of simplification, namely, no text, keyword text, summation text and full text. The dependent variable is to maintain the score and transfer result. The purpose of the experiment is to investigate the preference of four kinds of screen texts with different degree of simplification and their learning effects. In experiment 2, the reduced degree 2 (summative text, full text) 脳 expression form 2 (consistent expression, similar expression) 脳 presentation position 2 (split presentation, combined presentation) were tested. Independent variables are presented in eight different screen text forms, and dependent variables are retention test scores, transfer test scores and difficulty scores. The purpose of experiment two is to investigate the influence of different expression forms of screen text and different presentation position of screen text on multimedia learning effect under the specific screen text simplification degree. That is, how to further improve the learning effect of screen text, and through the subjective difficulty test questionnaire to investigate the cognitive load perceived by learners in the process of learning. The experimental results show that: 1) compared with non-text and keyword text, the learning effect of summative text and full text is not ideal. But it is the way learners prefer screen text presentation. 2) for summative text, the similar screen text is significantly better than the consistent screen text; for the full text, There was no significant difference between the two. 3) the learning effect of composite presentation was significantly better than that of separate presentation. 4) whether it was summative text or full text, the learning effect of composite presentation was significantly better than that of separate presentation. Changing the expression of screen text increases learners' cognitive burden and learners think that it is more difficult to learn by separating presentation than by combining presentation.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.3
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