基于学习投入视角的移动学习资源画面设计研究
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摘要
移动学习资源画面是学习者与学习内容互动的窗口,通过作用于多种感官通道影响学习者的体验和投入度。通过文献分析、访谈和问卷调查明确移动学习环境下学习投入的影响因素;通过专家评定方式确定影响力大和可干预程度高的画面设计因素及其作用机制;据此提出ICAP框架下的移动学习资源画面设计层次模型,将画面设计分为感官层、行为层和情感层,以满足学习者的感官需求、交互需求和情感需求,引发不同层次的学习投入。依据模型提出移动学习资源画面设计策略:画面布局设计注重画面结构与知识内容结构的匹配,适应学习者的认知特点;学习支架设计注重支架对学习者视、听、触等多种感官的影响,形成多通道支持的学习支架,满足学习者的深层次学习需求;设计三维立体交互式界面,构建更具空间自然特征的人机交互方式,引发学习者的沉浸感和高度投入;画面设计时注重色彩的美学、情感和认知功能的发挥及各功能间的协调,优化学习体验,提高学习效果。
The interface of the mobile learning resource is the window for learners to interact with learning content and it can affect learners' experience and engagement through multiple sensory channels.This paper first identifies the influencing factors of learning engagement in mobile learning environment by literature analysis, interview and questionnaire survey. Then through expert evaluation, the highly influential and interventional factors of interface design are clarified. Finally, based on ICAP framework,this paper proposes a hierarchical model of mobile learning resource interface design. According to that model, the interface design is divided into sensory level, behavioral level and emotional level to meet learners' sensory needs, interactive needs and emotional needs respectively, and trigger their different levels of learning engagement as well. Owing to that model, some strategies for interface design of mobile learning resources are proposed. The structure of both interface and knowledge content should be matched to adapt to learners' cognitive characteristics. The design of learning scaffolds should pay attention to its effects on learners' visual, auditory, tactile and other senses, and a multi-channel supported the learning scaffold is necessary to satisfy learners' deep learning needs. In order to arouse learners' sense of immersion and high degree of engagement, it is suggested to design a three-dimensional interactive interface and construct a natural human-computer interaction mode. Moreover, the display and coordination of the aesthetic, emotional and cognitive functions of the color should be stressed to optimize the learning experience and enhance the learning effect.
The interface of the mobile learning resource is the window for learners to interact with learning content and it can affect learners' experience and engagement through multiple sensory channels.This paper first identifies the influencing factors of learning engagement in mobile learning environment by literature analysis, interview and questionnaire survey. Then through expert evaluation, the highly influential and interventional factors of interface design are clarified. Finally, based on ICAP framework,this paper proposes a hierarchical model of mobile learning resource interface design. According to that model, the interface design is divided into sensory level, behavioral level and emotional level to meet learners' sensory needs, interactive needs and emotional needs respectively, and trigger their different levels of learning engagement as well. Owing to that model, some strategies for interface design of mobile learning resources are proposed. The structure of both interface and knowledge content should be matched to adapt to learners' cognitive characteristics. The design of learning scaffolds should pay attention to its effects on learners' visual, auditory, tactile and other senses, and a multi-channel supported the learning scaffold is necessary to satisfy learners' deep learning needs. In order to arouse learners' sense of immersion and high degree of engagement, it is suggested to design a three-dimensional interactive interface and construct a natural human-computer interaction mode. Moreover, the display and coordination of the aesthetic, emotional and cognitive functions of the color should be stressed to optimize the learning experience and enhance the learning effect.
引文
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[3]郭继东.英语学习情感投入的构成及其对学习成绩的作用机制[J].现代外语,2018,41(1):55-65,146.
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[7]唐纳德·A·诺曼.设计心理学3:情感化设计[M].2版.何笑梅,欧秋杏,译.北京:中信出版社,2015:53-86.
[8]MORENO R. Optimising learning from animations by minimising cognitive load:cognitive and affective consequences of signalling and segmentation methods[J]. Applied cognitive psychology,2010,21(6):765-781.
[9]尹睿,徐欢云.国外在线学习投入的研究进展与前瞻[J].开放教育研究,2016(6):89-97.
[10]刘哲雨,侯岸泽,王志军.多媒体画面语言表征目标促进深度学习[J].电化教育研究,2017,38(3):18-23.
[11]盛群力,丁旭,滕梅芳.参与就是能力——“ICAP学习方式分类学”研究述要与价值分析[J].开放教育研究,2017,23(2):46-54.
[12]CHI M T H,WYLIE R.The ICAP framework:linking cognitive engagement to active learning outcomes[J]. Educational psychologist,2014,49(4):219-243.
[13]林立甲.基于数字技术的学习科学理论、研究与实践[M].上海:华东师范大学出版社,2016:54-55.
[14]LEVERT G L. Designing for mobile learning:clark and mayer's principles applied[J]. Learning solutions magazine,2006.
[15]田嵩.基于轻应用的移动学习内容呈现模式研究——以“瀑布流”式布局体验为例[J].电化教育研究,2016(2):31-37.
[16]R.基思·索耶.剑桥学习科学手册[M].徐晓东,杨治平,鲁文娟,等译.北京:教育科学出版社,2010:544-545.
[17]苗元江,李明景,朱晓红.“心盛”研究述评——基于积极心理学的心理健康模型[J].上海教育科研,2013(1):26-29.
[2]马秀麟,苏幼园,梁静.移动学习环境中注意力保持及学习行为控制模型的研究[J].远程教育杂志,2018,36(2):56-66.
[3]郭继东.英语学习情感投入的构成及其对学习成绩的作用机制[J].现代外语,2018,41(1):55-65,146.
[4]杜栋,庞庆华.现代综合评价方法与案例精选[M].北京:清华大学出版社,2005:5-6.
[5]王志军,王雪.多媒体画面语言学理论体系的构建研究[J].中国电化教育,2015(7):42-48.
[6]伯恩德·H·施密特.体验式营销[M].张愉,译.北京:中国三峡出版社,2001:220-223.
[7]唐纳德·A·诺曼.设计心理学3:情感化设计[M].2版.何笑梅,欧秋杏,译.北京:中信出版社,2015:53-86.
[8]MORENO R. Optimising learning from animations by minimising cognitive load:cognitive and affective consequences of signalling and segmentation methods[J]. Applied cognitive psychology,2010,21(6):765-781.
[9]尹睿,徐欢云.国外在线学习投入的研究进展与前瞻[J].开放教育研究,2016(6):89-97.
[10]刘哲雨,侯岸泽,王志军.多媒体画面语言表征目标促进深度学习[J].电化教育研究,2017,38(3):18-23.
[11]盛群力,丁旭,滕梅芳.参与就是能力——“ICAP学习方式分类学”研究述要与价值分析[J].开放教育研究,2017,23(2):46-54.
[12]CHI M T H,WYLIE R.The ICAP framework:linking cognitive engagement to active learning outcomes[J]. Educational psychologist,2014,49(4):219-243.
[13]林立甲.基于数字技术的学习科学理论、研究与实践[M].上海:华东师范大学出版社,2016:54-55.
[14]LEVERT G L. Designing for mobile learning:clark and mayer's principles applied[J]. Learning solutions magazine,2006.
[15]田嵩.基于轻应用的移动学习内容呈现模式研究——以“瀑布流”式布局体验为例[J].电化教育研究,2016(2):31-37.
[16]R.基思·索耶.剑桥学习科学手册[M].徐晓东,杨治平,鲁文娟,等译.北京:教育科学出版社,2010:544-545.
[17]苗元江,李明景,朱晓红.“心盛”研究述评——基于积极心理学的心理健康模型[J].上海教育科研,2013(1):26-29.