信息呈现方式与经验水平对多媒体学习中认知负荷的影响
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摘要
在当今教育中,多媒体技术的应用已成为势不可挡的发展趋势。为了促进多媒体技术在教育中更有效的应用,不断适应个体需求,促进个体化教学,本研究以认知负荷理论及多媒体学习认知理论为基础,运用以声音为次任务的双任务范式研究在多媒体学习中不同的信息呈现方式与学习者经验水平对认知负荷的影响,进一步补充完善多媒体学习领域的实验研究。
本研究设计了两个实验。实验一旨在评估多媒体学习材料对不同经验水平的学习者以不同方式呈现时所产生的认知负荷。实验采用2×2的被试问设计,其中第一个自变量为信息的不同呈现方式,包括图片加文本与图片加解说两个水平;第二个自变量为被试的知识经验水平,包括高知识经验与低知识经验两个水平。因变量为被试对次任务的反应时间、记忆测验与迁移测验成绩以及被试的心理努力程度与对学习材料难度的自我评定。实验一的研究结果显示,在图片加文本的信息呈现方式下被试对听觉次任务的反应时更短,这表明这一呈现方式下多媒体学习的认知负荷更少;但不同的信息呈现方式与知识经验水平并未对学习效果产生显著影响,多媒体学习中的认知负荷并无显著差异。针对多因变量结果的不一致,我们推测这是由于学习材料过于简单,高知识经验者与低知识经验者之间并不存在知识上的显著差异的原因,即过低的内在认知负荷使得两种不同呈现方式下多媒体学习效果并不明显。
基于对实验一研究结果的推测,我们设计了实验二,通过选择中高难度的学习材料以及低知识经验被试以提高内在认知负荷的方式进一步考察多媒体学习材料不同的呈现方式下所产生的认知负荷。实验的自变量为信息的不同呈现方式,分为图片与文本同时呈现以及图片与解说同时呈现两个水平。因变量为被试对次任务的反应时间、记忆测验与迁移测验成绩以及被试的心理努力程度与对材料难度的自我评定。实验二的研究结果表明,图片加文本的信息呈现方式下被试对听觉次任务的反应时间更短,被试学习效果更好。二因变量一致反映在图片加文本的信息呈现方式下进行多媒体学习所产生的认知负荷更少,从而也进一步验证了对实验一研究结果的推测。
通过研究,我们得出以下结论:
(1)在多媒体学习中,信息的不同呈现方式所产生的认知负荷小同。在以听觉为次任务的双任务范式中,当信息以图片加文本的方式呈现时,被试对次任务反应时更短,学习效果更好,多媒体学习的认知负荷更少。
(2)在多媒体学习中,对于低知识经验者以不同方式呈现信息,学习效果存在显著性差异。图片加文本的信息呈现方式更利于低知识经验者获得知识。
(3)进一步补充、丰富以听觉刺激为次任务的双任务范式能够有效考察多媒体学习中认知负荷的研究结果。
The application of multimedia technology has become an irresistible trend of development in today' s education. In order to promote multimedia technology in education in a more effective application of, and constantly adapt to individual needs, the promotion of individual teaching, this study of Cognitive Load Theory and Cognitive Theory of Multimedia Learning based on usage so as to sound as a sub-task study of dual-task-paradigm in the different presentation of multimedia information and individual prior knowledge and experience of the impact of cognitive load, and further supplement and perfect the field of experimental study of multimedia learning.
We designed two experiments. Experiment 1 was aimed to explore the cognitive load in multimedia learning for learners of different experience with different presentations of information. We adopted 2×2 between-group designs. The first independent variable was the different presentation of information, including pictures with text and pictures with definition; the second independent variable was the previous experience level, including lower experience and higher experience. The dependent variables were the reaction time in the auditory sub-task, the scores in memory and solve problem test, and the participant' s self-assessment for mental effort and materials difficulty in the multimedia study. In Experiment 1, when the pictures and text were presented at the same time, the reaction time in auditory sub-task was shorter. That meant this presentation brought less cognitive load. However, the different presentation of information and the experience did not have a significant effect on the learning effect. There was no significant difference in cognitive load in multimedia learning. For the results of multiple dependent variable inconsistencies, we speculated that this was because the learning materials were too simple, no significant difference in the knowledge between higher experience and lower experience participants. Low intrinsic cognitive load made the multi-media learning effects were not obvious in different presentation.
Based on the guess of the results in Experiment 1, we designed Experiment 2. We chose more difficult learning materials and lower experience participants to increase the intrinsic cognitive load to explore the cognitive load in different presentation of learning materials. The independent variable was the different presentation of information. It included two levels: pictures and text appeared at the same time, pictures and definition appeared at the same time. The dependent variables were the reaction time in the sub-task, the scores in memory and solve problem test, the participant' s self-assessment for mental effort and materials difficulty in the multimedia study. We found that when the pictures and text were presented at the same time, the reaction time in auditory sub-task was shorter, and the learning effect was better. The two dependent variables both reflected that there was less cognitive load when the pictures and text were presented at the same time in multimedia learning, And further validated the speculate of Experiment 1.
Through the research, we got the following conclusions:
(1) Different cognitive load was found in different presentations of information in multimedia learning. When the picture and text were presented at the same time, the reaction time in auditory sub-task was shorter, the learning effect was better; the cognitive load in multimedia learning was less.
(2) Significant difference was found in the different presentation for the participants with lower experience in multimedia learning. The lower experience participants could get more knowledge in the presentation of pictures with text.
(3) Further complement and enrich the findings that the auditory dual-task paradigm could be effectively examine cognitive load in multimedia learning.
本研究设计了两个实验。实验一旨在评估多媒体学习材料对不同经验水平的学习者以不同方式呈现时所产生的认知负荷。实验采用2×2的被试问设计,其中第一个自变量为信息的不同呈现方式,包括图片加文本与图片加解说两个水平;第二个自变量为被试的知识经验水平,包括高知识经验与低知识经验两个水平。因变量为被试对次任务的反应时间、记忆测验与迁移测验成绩以及被试的心理努力程度与对学习材料难度的自我评定。实验一的研究结果显示,在图片加文本的信息呈现方式下被试对听觉次任务的反应时更短,这表明这一呈现方式下多媒体学习的认知负荷更少;但不同的信息呈现方式与知识经验水平并未对学习效果产生显著影响,多媒体学习中的认知负荷并无显著差异。针对多因变量结果的不一致,我们推测这是由于学习材料过于简单,高知识经验者与低知识经验者之间并不存在知识上的显著差异的原因,即过低的内在认知负荷使得两种不同呈现方式下多媒体学习效果并不明显。
基于对实验一研究结果的推测,我们设计了实验二,通过选择中高难度的学习材料以及低知识经验被试以提高内在认知负荷的方式进一步考察多媒体学习材料不同的呈现方式下所产生的认知负荷。实验的自变量为信息的不同呈现方式,分为图片与文本同时呈现以及图片与解说同时呈现两个水平。因变量为被试对次任务的反应时间、记忆测验与迁移测验成绩以及被试的心理努力程度与对材料难度的自我评定。实验二的研究结果表明,图片加文本的信息呈现方式下被试对听觉次任务的反应时间更短,被试学习效果更好。二因变量一致反映在图片加文本的信息呈现方式下进行多媒体学习所产生的认知负荷更少,从而也进一步验证了对实验一研究结果的推测。
通过研究,我们得出以下结论:
(1)在多媒体学习中,信息的不同呈现方式所产生的认知负荷小同。在以听觉为次任务的双任务范式中,当信息以图片加文本的方式呈现时,被试对次任务反应时更短,学习效果更好,多媒体学习的认知负荷更少。
(2)在多媒体学习中,对于低知识经验者以不同方式呈现信息,学习效果存在显著性差异。图片加文本的信息呈现方式更利于低知识经验者获得知识。
(3)进一步补充、丰富以听觉刺激为次任务的双任务范式能够有效考察多媒体学习中认知负荷的研究结果。
The application of multimedia technology has become an irresistible trend of development in today' s education. In order to promote multimedia technology in education in a more effective application of, and constantly adapt to individual needs, the promotion of individual teaching, this study of Cognitive Load Theory and Cognitive Theory of Multimedia Learning based on usage so as to sound as a sub-task study of dual-task-paradigm in the different presentation of multimedia information and individual prior knowledge and experience of the impact of cognitive load, and further supplement and perfect the field of experimental study of multimedia learning.
We designed two experiments. Experiment 1 was aimed to explore the cognitive load in multimedia learning for learners of different experience with different presentations of information. We adopted 2×2 between-group designs. The first independent variable was the different presentation of information, including pictures with text and pictures with definition; the second independent variable was the previous experience level, including lower experience and higher experience. The dependent variables were the reaction time in the auditory sub-task, the scores in memory and solve problem test, and the participant' s self-assessment for mental effort and materials difficulty in the multimedia study. In Experiment 1, when the pictures and text were presented at the same time, the reaction time in auditory sub-task was shorter. That meant this presentation brought less cognitive load. However, the different presentation of information and the experience did not have a significant effect on the learning effect. There was no significant difference in cognitive load in multimedia learning. For the results of multiple dependent variable inconsistencies, we speculated that this was because the learning materials were too simple, no significant difference in the knowledge between higher experience and lower experience participants. Low intrinsic cognitive load made the multi-media learning effects were not obvious in different presentation.
Based on the guess of the results in Experiment 1, we designed Experiment 2. We chose more difficult learning materials and lower experience participants to increase the intrinsic cognitive load to explore the cognitive load in different presentation of learning materials. The independent variable was the different presentation of information. It included two levels: pictures and text appeared at the same time, pictures and definition appeared at the same time. The dependent variables were the reaction time in the sub-task, the scores in memory and solve problem test, the participant' s self-assessment for mental effort and materials difficulty in the multimedia study. We found that when the pictures and text were presented at the same time, the reaction time in auditory sub-task was shorter, and the learning effect was better. The two dependent variables both reflected that there was less cognitive load when the pictures and text were presented at the same time in multimedia learning, And further validated the speculate of Experiment 1.
Through the research, we got the following conclusions:
(1) Different cognitive load was found in different presentations of information in multimedia learning. When the picture and text were presented at the same time, the reaction time in auditory sub-task was shorter, the learning effect was better; the cognitive load in multimedia learning was less.
(2) Significant difference was found in the different presentation for the participants with lower experience in multimedia learning. The lower experience participants could get more knowledge in the presentation of pictures with text.
(3) Further complement and enrich the findings that the auditory dual-task paradigm could be effectively examine cognitive load in multimedia learning.
引文
[1]张彤等.基于认知理论的多媒体教学界面设计研究[J].心理科学,2004,27(6):1502-1505.
[2]龚德英.多媒体学习中增加相关认知负荷影响学生学习的实验研究[D].重庆:西南师范大学,2005:6-9.
[3]赵妍,陈红艳等.多媒体呈现方式对认知负荷与学习效果的影响[A].中国心理学会:第十届全国心理学学术大会论文摘要集[C].上海:华东师范大学出版社,2005:662.
[4]Mayer R.E著,牛勇、邱香译.多媒体学习[M].北京:商务印书馆,2006,1,P58-68,212-221.
[5]陈铮.信息呈现方式和学生的认知风格对多媒体环境下科学学习效果影响的实验研究[D].重庆:西南师范大学,2004:6-8.
[6]刘德儒.赵妍等.多媒体学习的认知机制[J].北京师范大学学报,2007,5:23-25.
[7]Brunken,R.,Plass,J.& Leutner,D.Assessment of cognitive load in multimedia learning with dual-task methodology:Auditory load and modality effects[J].Instructional Science.2004,32:115-132.
[8]Brunken,R.,et al.Assessment of cognitive load in multimedia learning using dual-task methodology[J].Experimental Psychology.2002,49:109-119.
[9]Waiman Cheung,Eldon Y.Li,Lester W.Yee.Multimedia learning system and its effect on self-efficy in database modeling and design:an exploratory study[J].Computers & Education,2003,41:249-270.
[10]Jourdain,R.Music,the brain,and ecstasy:How music captures our imagination[M].New York:Quill,1997.
[11]Sousa,D.A.How the brain learns:A classroom teacher's guide(2~(nd)ed)[M].Thousand Oaks,CA:Corwin Press.2001.
[12]Pfeiffer,D.G.,Listen and learn:An investigation of sonification as an instructional variable to improve understanding of complex environments.Computers in Human Behavior,doi:10.1016/j.chb.2007.02.006.
[13]Kalyuga,S.,Chandler,P.,& Sweller,J.Incorporating learner experience into the design of multimedia instruction[J].Journal of Educational Psychology,2000,92:126-136.
[14]Huib k.Tabbers,et al.Multimedia instructions and cognitive load theory:effects of modality and cueing[J].British Journal of Educational Psychology,2004,74:71-81.
[15]Brunken,R.,et al.Direct measurement of cognitive load in multimedia learning.Educational Psychology[J].2003,38(1):53-61.
[16]Fred Pass,Liesbeth Kester.Learner and information characteristics in the design of powerful learning environments[J].Applied Cognitive Psychology.2006,20:281-285.
[17]Jeung,H.,Chandler,P.,& Sweller,J.The role of visual indicators in dual sensory mode instruction[J].Educational Psychology,1997,17:329-343.
[18]Kalyuga,S.,Chandle,P.,Sweller,J.,Levels of expertise and instructional design[J].Human Factors,1998,(40):1-17.
[19]Kalyuga,S.,Chandler,P.,& Sweller,J.Managing split-attention and redundancy in multimedia instruction[J].Applied Cognitive Psychology,1999,13:351-371.
[20]Kalyuga,S.,Ayres,P.,Chandle,P.,& Sweller,J.,The expertise reversal effect[J].Educational Psychologist,2003,38:23-31.
[21]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,1998,90:312-320.
[22]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,2001,93(1):187-198.
[23]Mayer,R.E.The promise of multimedia leaming:Using the same instructional design methods across different media[J].Learning and Instruction,2003,13,125-139.
[24]Mayer,R.E.&Moreno,R.Nine ways to reduce cognitive load in multimedia learning[J].Educational Psychologist,2003,38,43-52.
[25]Moreno,R.,& Mayer,R.E.Cognitive principles of multimedia learning:The role of modality and.contiguity[J]Journal of Educational Psychology,1999,91:358-368.
[26]Mousavi,S.Y.,Low,R.,& Sweller,J.Reducing cognitive load by mixing auditory and visual presentation modes[J].Journal of Educational Psychology,1995,87:319-334.
[27]Tindall-Ford,S.,Chandler,P.,& Sweller,J.When two sensory modes are better than one[J].Journal of Experimental Psychology.Applied,1997,3:257-287.
[2]龚德英.多媒体学习中增加相关认知负荷影响学生学习的实验研究[D].重庆:西南师范大学,2005:6-9.
[3]赵妍,陈红艳等.多媒体呈现方式对认知负荷与学习效果的影响[A].中国心理学会:第十届全国心理学学术大会论文摘要集[C].上海:华东师范大学出版社,2005:662.
[4]Mayer R.E著,牛勇、邱香译.多媒体学习[M].北京:商务印书馆,2006,1,P58-68,212-221.
[5]陈铮.信息呈现方式和学生的认知风格对多媒体环境下科学学习效果影响的实验研究[D].重庆:西南师范大学,2004:6-8.
[6]刘德儒.赵妍等.多媒体学习的认知机制[J].北京师范大学学报,2007,5:23-25.
[7]Brunken,R.,Plass,J.& Leutner,D.Assessment of cognitive load in multimedia learning with dual-task methodology:Auditory load and modality effects[J].Instructional Science.2004,32:115-132.
[8]Brunken,R.,et al.Assessment of cognitive load in multimedia learning using dual-task methodology[J].Experimental Psychology.2002,49:109-119.
[9]Waiman Cheung,Eldon Y.Li,Lester W.Yee.Multimedia learning system and its effect on self-efficy in database modeling and design:an exploratory study[J].Computers & Education,2003,41:249-270.
[10]Jourdain,R.Music,the brain,and ecstasy:How music captures our imagination[M].New York:Quill,1997.
[11]Sousa,D.A.How the brain learns:A classroom teacher's guide(2~(nd)ed)[M].Thousand Oaks,CA:Corwin Press.2001.
[12]Pfeiffer,D.G.,Listen and learn:An investigation of sonification as an instructional variable to improve understanding of complex environments.Computers in Human Behavior,doi:10.1016/j.chb.2007.02.006.
[13]Kalyuga,S.,Chandler,P.,& Sweller,J.Incorporating learner experience into the design of multimedia instruction[J].Journal of Educational Psychology,2000,92:126-136.
[14]Huib k.Tabbers,et al.Multimedia instructions and cognitive load theory:effects of modality and cueing[J].British Journal of Educational Psychology,2004,74:71-81.
[15]Brunken,R.,et al.Direct measurement of cognitive load in multimedia learning.Educational Psychology[J].2003,38(1):53-61.
[16]Fred Pass,Liesbeth Kester.Learner and information characteristics in the design of powerful learning environments[J].Applied Cognitive Psychology.2006,20:281-285.
[17]Jeung,H.,Chandler,P.,& Sweller,J.The role of visual indicators in dual sensory mode instruction[J].Educational Psychology,1997,17:329-343.
[18]Kalyuga,S.,Chandle,P.,Sweller,J.,Levels of expertise and instructional design[J].Human Factors,1998,(40):1-17.
[19]Kalyuga,S.,Chandler,P.,& Sweller,J.Managing split-attention and redundancy in multimedia instruction[J].Applied Cognitive Psychology,1999,13:351-371.
[20]Kalyuga,S.,Ayres,P.,Chandle,P.,& Sweller,J.,The expertise reversal effect[J].Educational Psychologist,2003,38:23-31.
[21]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,1998,90:312-320.
[22]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,2001,93(1):187-198.
[23]Mayer,R.E.The promise of multimedia leaming:Using the same instructional design methods across different media[J].Learning and Instruction,2003,13,125-139.
[24]Mayer,R.E.&Moreno,R.Nine ways to reduce cognitive load in multimedia learning[J].Educational Psychologist,2003,38,43-52.
[25]Moreno,R.,& Mayer,R.E.Cognitive principles of multimedia learning:The role of modality and.contiguity[J]Journal of Educational Psychology,1999,91:358-368.
[26]Mousavi,S.Y.,Low,R.,& Sweller,J.Reducing cognitive load by mixing auditory and visual presentation modes[J].Journal of Educational Psychology,1995,87:319-334.
[27]Tindall-Ford,S.,Chandler,P.,& Sweller,J.When two sensory modes are better than one[J].Journal of Experimental Psychology.Applied,1997,3:257-287.