面向智能时代的跨媒体学习方式、理论与资源环境——基于国际多媒体学习研究的启示
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摘要
国际多媒体学习研究,在认知理论、多媒体学习、教学设计、资源环境、学习绩效和研究方法等方面,均取得了重要的研究进展。在智能化时代的今天,认知理论、媒体技术和学习方式均发生了重要的转变:(1)从离身认知转向具身认知;(2)从多媒体转向跨媒体;(3)从多媒体学习转向跨媒体学习。多媒体学习理论已经无法满足智能化时代学习方式发展的需要,因此,有必要对其进一步发展,并在此基础上指导跨媒体学习资源环境的构建。通过对多媒体学习理论进行梳理,初步形成了跨媒体学习理论框架:(1)利用跨媒体实现对情境信息的呈现;(2)在工作记忆层面,引入情境缓冲区,提出第三条通道——跨媒体信息处理的情境认知通道,实现对基于具身认知的跨媒体学习的支持。在该理论框架基础上,进一步探讨跨媒体学习资源和环境的设计需求,以及跨媒体学习理论和技术的变迁,对我国教育信息化变革的启示。
International multimedia learning research has made important research progress in cognitive theory,multimedia learning,instructional design,resources environment,learning performance and research methods. In the intelligent era,cognitive theory,media technology and learning methods have undergone important changes:(1)from disembodied cognition to embodied cognition;(2)from multimedia to cross-media;(3)from multimedia learning to cross-media learning. Multimedia learning theory can no longer meet the needs of the development of learning methods in the intelligent era. Therefore,it is necessary to develop it,and guide the construction of cross-media learning resources environment on this basis. The paper develops the theory of multimedia learning,and proposes the theoretical framework of cross-media learning:(1)realizing the presentation of situational information by the use of crossmedia;(2)introducing the episodic buffer at the level of working memory,and proposing a third channel——situational cognitive channel for cross-media information processing,realizing the support for cross-media learning based on embodied cognition. On the basis of this theoretical framework,the paper discusses the design requirements of cross-media learning resources and environment,and the implications of the changes in cross-media learning theory and technology for the reform of educational informationization in China.
International multimedia learning research has made important research progress in cognitive theory,multimedia learning,instructional design,resources environment,learning performance and research methods. In the intelligent era,cognitive theory,media technology and learning methods have undergone important changes:(1)from disembodied cognition to embodied cognition;(2)from multimedia to cross-media;(3)from multimedia learning to cross-media learning. Multimedia learning theory can no longer meet the needs of the development of learning methods in the intelligent era. Therefore,it is necessary to develop it,and guide the construction of cross-media learning resources environment on this basis. The paper develops the theory of multimedia learning,and proposes the theoretical framework of cross-media learning:(1)realizing the presentation of situational information by the use of crossmedia;(2)introducing the episodic buffer at the level of working memory,and proposing a third channel——situational cognitive channel for cross-media information processing,realizing the support for cross-media learning based on embodied cognition. On the basis of this theoretical framework,the paper discusses the design requirements of cross-media learning resources and environment,and the implications of the changes in cross-media learning theory and technology for the reform of educational informationization in China.
引文
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[36]Baddeley A.The Episodic Buffer:A New Component of Working Memory?[J].Trends in Cognitive Sciences,2000(11):417-423.
[37]郑旭东,王美倩,饶景阳.论具身学习及其设计:基于具身认知的视角[J].电化教育研究,2019(1):25-32.
[38]刘菊,王运武.关联主义知识观要义阐释——网络时代知识变革的视角[J].电化教育研究,2014(2):19-26.
[39]李志河,李鹏媛,周娜娜,刘芷秀.具身认知学习环境设计:特征、要素、应用及发展趋势[J].远程教育杂志,2018(5):81-90.
[2]Paas F,Sweller J.Implications of Cognitive Load Theory for Multimedia Learning[M]//Mayer R E.The Cambridge Handbook of Multimedia Learning.New York:Cambridge University Press,2005:27-42.
[3][13]Sweller J.Instructional Design in Technical Areas[M].Camberwell,Victoria,Australia:Australian Council for Educational Research,1999.
[4]Sweller J,Ayres P,Kalyuga S.Cognitive Load Theory[M].New York:Springer,2011.
[5]Mayer R E.Multimedia Learning[M].New York:Cambridge University Press,2001.
[6][14]Mayer R E.The Cambridge Handbook of Multimedia Learning[M].New York:Cambridge University Press,2005.
[7]Mayer R E.Multimedia Learning(2nd ed.)[M].New York:Cambridge University Press,2009.
[8]Mayer R E.Multimedia Learning:Are We Asking the Right Questions?[J].Educational Psychologist,1997(1):1-19.
[9]Mayer R E,Moreno R.Nine Ways to Reduce Cognitive Load in Multimedia Learning[J].Educational Psychologist,2003(1):43-52.
[10]Schnotz W.An Integrated Model of Text and Picture Comprehension[M]//Mayer R E.The Cambridge Handbook of Multimedia Learning.New York:Cambridge University Press,2005:69.
[11]Van Merrienboer J J G,Sweller J.Cognitive Load Theory and Complex Learning:Recent Developments and Future Directions[J].Educational Psychology Review,2005(2):147-177.
[12]Kalyuga S,Chandler P,Sweller J.When Redundant On-screen Text in Multimedia Technical Instruction can Interfere with Learning[J].Human Factors,2004(3):567-581.
[15]Mayer R E,Heiser J,Lonn S.Cognitive Constraints on Multimedia Learning:When Presenting More Material Results in Less Understanding[J].Journal of Educational Psychology,2001(1):187.
[16]Moreno R,Mayer R E.A Coherence Effect in Multimedia Learning:The Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages[J].Journal of Educational Psychology,2000(1):117.
[17][22]Tabbers H K,Martens R L,Van Merri觕nboer J J G.Multimedia Instructions and Cognitive Load Theory:Effects of Modality and Cueing[J].British Journal of Educational Psychology,2004(1):71-81.
[18]Schmidt-Weigand F,Kohnert A,Glowalla U.Explaining the Modality and Contiguity Effects:New Insights from Investigating Students’Viewing Behaviour[J].Applied Cognitive Psychology:The Official Journal of the Society for Applied Research in Memory and Cognition,2010(2):226-237.
[19]Schwan S,Riempp R.The Cognitive Benefits of Interactive Videos:Learning to Tie Nautical Knots[J].Learning and Instruction,2004(3):293-305.
[20]Moreno R,Mayer R E.Cognitive Principles of Multimedia Learning:The Role of Modality and Contiguity[J].Journal of Educational Psychology,1999(2):358.
[21]Schmidt-Weigand F,Kohnert A,Glowalla U.A Closer Look at Split Visual Attention in System-and Self-paced Instruction in Multimedia Learning[J].Learning and Instruction,2010(2):100-110.
[23]Mayer R E,Moreno R.A Split-attention Effect in Multimedia Learning:Evidence for Dual Processing Systems in Working Memory[J].Journal of Educational Psychology,1998(2):312.
[24]Ginns P.Meta-analysis of the Modality Effect[J].Learning and Instruction,2005(4):313-331.
[25]Alemdag E,Cagiltay K.A Systematic Review of Eye Tracking Research on Multimedia Learning[J].Computers&Education,2018:413-428.
[26]王辞晓.具身认知的理论落地:技术支持下的情境交互[J].电化教育研究,2018(7):20-26.
[27]Lakoff G,Johnson M.Philosophy in the Flesh[M].New York:Basic Books,1999.
[28]Gallese V.The Manifold Nature of Interpersonal Relations:The Quest for a Common Mechanism[J].Philosophical Transactions of the Royal Society of London B:Biological Sciences,2003(1431):517-528.
[29]Adenzato M,Garbarini F.Embodied Cognition[M]//Seel N M.Encyclopedia of the Sciences of Learning.Boston:Springer,2012:1114-1116.
[30]朱珂,王玮,李倩楠.跨媒体智能的发展现状及教育应用研究[J].远程教育杂志,2018(5):60-68.
[31][33]Jenkins H.Convergence Culture:Where Old and New Media Collide[M].New York:New York University Press,2006.
[32]Phillips A.A Creator’s Guide to Transmedia Storytelling:How to Captivate and Engage Audiences Across Multiple Platforms[M].New York:McGraw-Hill,2012.
[34]Li Q,Yang J,Zhuang Y.Web-based Multimedia Retrieval:Balancing out between Common Knowledge and Personalized Views[C]//The Second International Conference on IEEE,2001:92-101.
[36]Baddeley A.The Episodic Buffer:A New Component of Working Memory?[J].Trends in Cognitive Sciences,2000(11):417-423.
[37]郑旭东,王美倩,饶景阳.论具身学习及其设计:基于具身认知的视角[J].电化教育研究,2019(1):25-32.
[38]刘菊,王运武.关联主义知识观要义阐释——网络时代知识变革的视角[J].电化教育研究,2014(2):19-26.
[39]李志河,李鹏媛,周娜娜,刘芷秀.具身认知学习环境设计:特征、要素、应用及发展趋势[J].远程教育杂志,2018(5):81-90.