多媒体学习中的图文整合:同步化线索和学习者经验的作用
发布时间：2018-10-18 14:26
【摘要】：多媒体学习中线索和经验可能在学习过程和效果上具有重要作用。研究控制线索与解说呈现的时间同步性,选取高、低经验大学生被试,采用SMI RED 250记录眼动,探讨同步化线索和经验对多媒体学习过程和效果的影响。结果发现:同步线索条件下测验成绩比非同步线索更高,感知难度更低,对线索区的总注视时间、首次注视时间更长,进入线索区次数和线索区注视点个数更多;高经验者测验成绩比低经验者更好,感知难度更低,但在注视加工上二者没有差异;线索和经验交互作用不显著。结论认为:同步线索更有利于图文整合,降低感知难度,促进注视加工,提高学习成绩;高经验者的经验优势表现在学习效果和主观难度感知上,而非注视加工;同步线索没有弥补低经验者的劣势。
[Abstract]:Clues and experiences may play an important role in the process and effect of multimedia learning. This paper studies the temporal synchronism of controlling cues and explanations, selects the subjects with high and low experience, and uses SMI RED 250 to record eye movements to explore the influence of synchronous cues and experiences on the process and effect of multimedia learning. The results showed that the test scores were higher and the perception difficulty was lower under the condition of synchronous cues than that of non-synchronous cues. The total fixation time of the cues was longer the first fixation time was longer and the number of fixation points in the cues and the number of the fixation points in the cues were more than those in the synchronous cues. The test scores of the high-experience subjects were better than those of the low-experienced ones, and the perception difficulty was lower, but there was no difference in the fixation processing between the two groups, and the interaction between the cues and the experience was not significant. The conclusion is that synchronous clues are more beneficial to the integration of picture and text, reduce the difficulty of perception, promote the gazing process and improve the learning achievement, and that the experience advantage of the highly experienced people lies in the learning effect and subjective difficulty perception, rather than the fixation processing. Synchronization cues do not compensate for the disadvantage of the less experienced.
【作者单位】： 华中师范大学心理学院;
【基金】：国家自然科学基金青年项目(31300864) 中央高校基本科研业务费项目(CCNU16A02023)的资助
【分类号】：B842.3;G434
本文编号：2279404
[Abstract]:Clues and experiences may play an important role in the process and effect of multimedia learning. This paper studies the temporal synchronism of controlling cues and explanations, selects the subjects with high and low experience, and uses SMI RED 250 to record eye movements to explore the influence of synchronous cues and experiences on the process and effect of multimedia learning. The results showed that the test scores were higher and the perception difficulty was lower under the condition of synchronous cues than that of non-synchronous cues. The total fixation time of the cues was longer the first fixation time was longer and the number of fixation points in the cues and the number of the fixation points in the cues were more than those in the synchronous cues. The test scores of the high-experience subjects were better than those of the low-experienced ones, and the perception difficulty was lower, but there was no difference in the fixation processing between the two groups, and the interaction between the cues and the experience was not significant. The conclusion is that synchronous clues are more beneficial to the integration of picture and text, reduce the difficulty of perception, promote the gazing process and improve the learning achievement, and that the experience advantage of the highly experienced people lies in the learning effect and subjective difficulty perception, rather than the fixation processing. Synchronization cues do not compensate for the disadvantage of the less experienced.
【作者单位】： 华中师范大学心理学院;
【基金】：国家自然科学基金青年项目(31300864) 中央高校基本科研业务费项目(CCNU16A02023)的资助
【分类号】：B842.3;G434
【相似文献】
相关期刊论文 前3条
1 杨霞;;老年人认知老化及其多媒体学习设计[J];社会心理科学;2008年01期
2 吴大兴;黄菊芳;罗英姿;;医学生多媒体学习满意度问卷的初步编制[J];中国行为医学科学;2006年07期
3 王德X,李慎英;心算(100连减13)时脑波变化的观测报告——论思维活动的生理特征在于脑波节律的同步化[J];自然杂志;1984年01期
相关博士学位论文 前1条
1 胡卫星;动画情境下多媒体学习的实验研究[D];辽宁师范大学;2012年
相关硕士学位论文 前7条
1 翟金虎;情绪设计对多媒体学习的影响[D];华中师范大学;2015年
2 夏巧玲;冗余信息呈现方式对多媒体学习效果影响的研究[D];湖南师范大学;2014年
3 陈亮;呈现方式在多媒体学习中的作用[D];西南大学;2007年
4 许晓丽;阅读中多媒体材料及其呈现方式的眼动研究[D];辽宁师范大学;2001年
5 康素杰;代理形象对多媒体学习的影响：学习者特征和材料特征的调节作用[D];华中师范大学;2014年
6 罗瑛;学习者与学习材料的交互性及反馈形式对多媒体学习效果的影响[D];湖南师范大学;2009年
7 王亚丽;社会创造性和一般创造性的脑电特征[D];华中师范大学;2015年
，本文编号：2279404
本文链接：https://www.wllwen.com/shekelunwen/xinlixingwei/2279404.html
