网络课程的情感化设计研究
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摘要
著名的认知心理学家唐纳德·A·诺曼提出情感化设计的三个层次:本能层即通过视觉感的美好,在情感层次给用户的抚慰,有助提高工作效率;行为层即用户和产品交互的动态过程中获得的成就感和爽快感;反思层即用户由前两个层次的作用,在内心产生的更深度的情感、意识和理解。
为使学习者在学习网络课程中达到认知与情感的和谐发展,本研究将“情感化设计”理念引入网络课程设计之中。在对网络课程的概念、构成要素、功能特性和情感化设计概念的由来及发展研究的基础上,论述了情绪情感对学习者学习的影响,同时结合人本主义学习理论、认知负荷理论和建构主义学习理论,对“乘风汉语”网络课程、哈佛大学教育研究生院WIDE World网上培训课程等进行了案例分析;从网络课程页面设计中的内心感受层次、交互设计中的行为体验层次、提供学习者多元评价和反思记录的思考反应层次提出情感化设计在网络课程设计中的应用策略及网络课程情感化设计研究所应遵循的原则,并设计了网络课程情感化设计的流程。
Web-based education as a new way of modern education, developed very rapidly, according to“the 2010-2015 web-based education industry investment in China and prospect forecast report”, the Chinese web-based education users in 2010 will reach 23.5 million. The web-based curriculum is the carrier of the web-based education and the core of the web-based education construction, its quality directly affects the quality of web-based education. However, because designers lacked educational concept, simplified educational practice, and the existing utilitarian thinking in part of the web-based education practitioners, they directly moved the traditional educational courses to the implementation of the network. At the same time, in the web-based curriculum, learners faced lonely a cold machine, temporal and spatial separation between people in a state of self-learning, learners will inevitably produce a series of incompatible, such as energy inability to concentrate, information mission, low mood, emotional loss, etc, resulting in attenuation of learners enthusiasm. These factors made the emotional loss in the web-based curriculum to become the most common and serious problem to be solved.
Learning activity is a very complicated process. A variety of mental factors and non-intelligence factors intertwine together and influence on learners’learning process. In the learning process, learning motivation, emotional feelings and other non-intellectual factors have significant influence on the effect of learning. Emotion has three aspects of the function on the cognitive activities, such as driving, strengthening and regulating. It can influence and regulate people's perception, memory and other cognitive processes of thinking. If learning behavior causes pleasant emotional experience, learners will concentrate on learning, have strong memory and learn efficiently, and can produce emotional resonance, thus improving learners' learning initiative and enthusiasm. If the learning behavior causes the unpleasant emotional experience, learners will be slack attention, memory disorder, learning inefficient. It can produce negative emotional reaction; thereby learners lose interest and motivation on further study. Appropriate emotion is the necessary conditions for successful learning.
The time calls for rapid changes in emotional return, looking forward to the emotional comfort. Designers took into account people's emotional needs, and emotional design applied in industrial design, architecture, advertising and other fields, designer created a lot of rich emotional products which were very popular. Therefore, the“emotional design”is introduced into designing the web-based curriculum and put into practice , it can solve learners’participation and lack of emotional experience, shape the learner's healthy personality, will have great significance.
The paper’s organizational structure and details of every chapter are as follows:
The first chapter of the introduction section analyzed research background and meaning, interpreted the status of domestic and international web-based curriculum study and application, summarized the core issues and causes of“emotional missing”on designing web-based curriculum, and the ideas and methods of this study.
The second chapter introduced the guiding theories of study on the emotional design of web-based curriculum, including concept definition, basic elements, functions and characteristics of web-based curriculum. Mood and emotion impact on learning, the concept, origin and development of the emotional design theory and the implications of this study. Introduced humanistic view of learning, cognitive load theory and constructivist learning theory as the theoretical basis of this study.
The third chapter analyzed seven examples of web-based curriculum, such as”Chengo Chinese”,“Introduction to Chinese traditional culture”, Harvard University Graduate School of Education WIDE World online training courses, the inner experience level of page design which can generate sensory stimulation, stimulate learners’interest in learning, the behavioral experience of interaction design which can make learners concentrate, successfully complete learning activities, the reflective level which can make learners self-reflection, meet learners’cognitive and emotional double needs. Analyzed the three levels of emotional design on designing web-based curriculum, in order to deepen the application of emotional design.
The fourth chapter was based on the theoretical analysis of the second chapter and case analysis of the third chapter, analyzed requirement and objective of the study on the emotional design of web-based curriculum. Put forward principles of emotional design, designed the emotional design process of web-based curriculum.
The last chapter summarized main tasks and weaknesses of this research, as well as the directions of further research.
This study hopefully through the web-based curriculum of emotional design to solve emotional missing on designing web-based curriculum, how to make the web-based curriculum design more practical to meet the learners’emotional needs, and learners can better complete knowledge structure, access to the harmonious development of cognition and emotion. Web-based curriculum as a new field of emotional study, provide valuable reference for the study related issues of web-based education.
为使学习者在学习网络课程中达到认知与情感的和谐发展,本研究将“情感化设计”理念引入网络课程设计之中。在对网络课程的概念、构成要素、功能特性和情感化设计概念的由来及发展研究的基础上,论述了情绪情感对学习者学习的影响,同时结合人本主义学习理论、认知负荷理论和建构主义学习理论,对“乘风汉语”网络课程、哈佛大学教育研究生院WIDE World网上培训课程等进行了案例分析;从网络课程页面设计中的内心感受层次、交互设计中的行为体验层次、提供学习者多元评价和反思记录的思考反应层次提出情感化设计在网络课程设计中的应用策略及网络课程情感化设计研究所应遵循的原则,并设计了网络课程情感化设计的流程。
Web-based education as a new way of modern education, developed very rapidly, according to“the 2010-2015 web-based education industry investment in China and prospect forecast report”, the Chinese web-based education users in 2010 will reach 23.5 million. The web-based curriculum is the carrier of the web-based education and the core of the web-based education construction, its quality directly affects the quality of web-based education. However, because designers lacked educational concept, simplified educational practice, and the existing utilitarian thinking in part of the web-based education practitioners, they directly moved the traditional educational courses to the implementation of the network. At the same time, in the web-based curriculum, learners faced lonely a cold machine, temporal and spatial separation between people in a state of self-learning, learners will inevitably produce a series of incompatible, such as energy inability to concentrate, information mission, low mood, emotional loss, etc, resulting in attenuation of learners enthusiasm. These factors made the emotional loss in the web-based curriculum to become the most common and serious problem to be solved.
Learning activity is a very complicated process. A variety of mental factors and non-intelligence factors intertwine together and influence on learners’learning process. In the learning process, learning motivation, emotional feelings and other non-intellectual factors have significant influence on the effect of learning. Emotion has three aspects of the function on the cognitive activities, such as driving, strengthening and regulating. It can influence and regulate people's perception, memory and other cognitive processes of thinking. If learning behavior causes pleasant emotional experience, learners will concentrate on learning, have strong memory and learn efficiently, and can produce emotional resonance, thus improving learners' learning initiative and enthusiasm. If the learning behavior causes the unpleasant emotional experience, learners will be slack attention, memory disorder, learning inefficient. It can produce negative emotional reaction; thereby learners lose interest and motivation on further study. Appropriate emotion is the necessary conditions for successful learning.
The time calls for rapid changes in emotional return, looking forward to the emotional comfort. Designers took into account people's emotional needs, and emotional design applied in industrial design, architecture, advertising and other fields, designer created a lot of rich emotional products which were very popular. Therefore, the“emotional design”is introduced into designing the web-based curriculum and put into practice , it can solve learners’participation and lack of emotional experience, shape the learner's healthy personality, will have great significance.
The paper’s organizational structure and details of every chapter are as follows:
The first chapter of the introduction section analyzed research background and meaning, interpreted the status of domestic and international web-based curriculum study and application, summarized the core issues and causes of“emotional missing”on designing web-based curriculum, and the ideas and methods of this study.
The second chapter introduced the guiding theories of study on the emotional design of web-based curriculum, including concept definition, basic elements, functions and characteristics of web-based curriculum. Mood and emotion impact on learning, the concept, origin and development of the emotional design theory and the implications of this study. Introduced humanistic view of learning, cognitive load theory and constructivist learning theory as the theoretical basis of this study.
The third chapter analyzed seven examples of web-based curriculum, such as”Chengo Chinese”,“Introduction to Chinese traditional culture”, Harvard University Graduate School of Education WIDE World online training courses, the inner experience level of page design which can generate sensory stimulation, stimulate learners’interest in learning, the behavioral experience of interaction design which can make learners concentrate, successfully complete learning activities, the reflective level which can make learners self-reflection, meet learners’cognitive and emotional double needs. Analyzed the three levels of emotional design on designing web-based curriculum, in order to deepen the application of emotional design.
The fourth chapter was based on the theoretical analysis of the second chapter and case analysis of the third chapter, analyzed requirement and objective of the study on the emotional design of web-based curriculum. Put forward principles of emotional design, designed the emotional design process of web-based curriculum.
The last chapter summarized main tasks and weaknesses of this research, as well as the directions of further research.
This study hopefully through the web-based curriculum of emotional design to solve emotional missing on designing web-based curriculum, how to make the web-based curriculum design more practical to meet the learners’emotional needs, and learners can better complete knowledge structure, access to the harmonious development of cognition and emotion. Web-based curriculum as a new field of emotional study, provide valuable reference for the study related issues of web-based education.
引文
①http://www.dragonraja.com.cn/20073/12007312130.html
①来自www.nfjy.cn/html/200803/31/20080331002820.htm
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①图3.4来自http://etl.ccnu.edu.cn/kec/inde.html
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[21] http://202.114.40.153/yuan/list.aspx?id=150
[22] http://202.114.40.153/yuan/list.aspx?id=153
[23] http://202.114.40.153/yuan/list.aspx?id=152
[24] http://www.elanguage.cn/
[25] http://www.hsxiaoxue.cn/news/indexa.asp?ClassID=471&ColumnID=58
[26] http://www.xuexigang.com/ycjy/yjgc/17899.html
[1] R. W. Picard. Affective Computing[M]. London: MIT Press,1997
[2] Jordan, P. W. Designing Pleasurable Products: An Induction to New Human Factors [M]. London: Taylor and Francis, 2000.
[3]戴维·H·乔纳森.学习环境的理论基础[M].郑太年译.上海:华东师范大学出版社,2002,9.
[4]约翰·D·布兰斯福特等.人是如何学习的:大脑、心理、经验及学校[M].程可拉等译.上海:华东师范大学出版社,2002,9.
[5] Jennife Preece, Yvonne Rogers, Helen Sharp. Interaction Design, Beyond Human -computer Interaction[M].刘晓晖等译.北京:电子工业出版社,2003,6.
[6] Donald A.Norman.Emotional Design[M].付秋芳,程进三译.北京:电子工业出版社,2005,5.
[7] Alan Cooper.ABOUT FACE 2.0: The Essentials of Interaction Design[M].詹剑锋等译.北京:电子工业出版社,2005,6.
[8] Parrott, W. Emotions in Social Psychology [M]. Psychology Press, Philadelphia, 2001.
[1] Sweller J.Cognitive load during problem solving: Effects on learning. Cognitive Science.1998,12.257-285.
[2] Sweller J. Cognitive load theory, learning difficulty and instructional design. Learning and Instruction[J],1994,4,295-312.
[3] Gilmore, S. &Warren, S. Themed article: Emotion online: Experiences of teaching in a virtual learning environment [J]. Human Relations, Vol. 60, No. 4. 2007.
[1] http://wideworld.gse.harvard.edu/en/
[2] Fabri, M, Moore, D. J. & Hobbs, D. J. Mediating the expression of emotion in educational collaborative virtual environments: an experimental study, in International Journal of Virtual Reality, Sp ringer Verlag, London [WE /OL ] , http: / /dx.doi.org/10.1007 / s10055-003-0116-7. 2004.
①来自www.nfjy.cn/html/200803/31/20080331002820.htm
①王莉.网络课程的学习模式设计[D].辽宁师范大学硕士学位论文,2006,5.
①董建文.高校网络课程TIC教学模式设计研究[D].南京师范大学硕士论文,2007,5.
①现代远程教育资源建设技术规范(试行)http://www.cve.com.cn/biao_zhun_gui_fan/jishuguifan.htm#meitisucai
②武法提.论网络课程及其开发[J].开放教育研究,2006,2.
①http://data.book.163.com/book/section/0000JKZF/0000JKZF0.html
①任瑞仙.网络学习环境中的情感交流研究[D].河北大学硕士学位论文,2005,6.
②李征.情感设计与人本设计[J].装饰,2004,6:15.
①李祥文.电动汽车情感化设计研究[D].武汉理工大学硕士学位论文,2007,5.
②R. W. Picard. Affective Computing [M]. London: MIT Press,1997.
①http://baike.baidu.com/view/1157622.html?fromTaglist
②Donald A.Norman.Emotional Design[M].付秋芳,程进三译.北京:电子工业出版社,2008,8:19-21.
①图2.2摘自Donald A. Norman. Emotional Design[M].付秋芳,程进三译.北京:电子工业出版社,2008,8:6.
②Donald A. Norman. Emotional Design[M].付秋芳,程进三译.北京:电子工业出版社,2008,8:6.
①张大均.教育心理学[M].北京:人民教育出版社,1999:65.
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②何克抗,李文光.教育技术学[M].北京:北京师范大学出版社,2002:28.
①Donald A. Norman. Emotional Design[M].付秋芳,程进三译.北京:电子工业出版社,2005,5:47.
①史斐翡.网络课程版式设计的研究及其应用[D].山东师范大学硕士学位论文,2008,4.
①图3.2来自http://jpkc.jnu.edu.cn/zgctwh/2009netware/html/km/km_00.htm
①图3.3来自http://etl.ccnu.edu.cn/kec/inde.html
①图3.4来自http://etl.ccnu.edu.cn/kec/inde.html
①http://jpkc.nwu.edu.cn/zqhtwms/index.htm
②http://wideworld.gse.harvard.edu/en/
①薛伟胜.高校远程教育网络课程的设计与实现研究[D].厦门大学硕士学位论文,2008,11.
①付国艳.网络课程中的交互设计研究[D].河北大学硕士学位论文,2006,5.
①李巧丹.高校网络课程的可用性研究[D].浙江师范大学硕士学位论文,2007,12.
②图3.10、图3.12和图3.13来自http://202.114.40.153/yuan/
③图3.11来自http://202.114.40.153/yuan/Main.aspx?url=vote/styletest.aspx
①郭丽娟.远程教育中情感信息的建模与处理方法研究[D].天津师范大学硕士学位论文, 2006,4.
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[9]杨哲,钟生海.基于认知负荷理论的网络课程设计研究[J].现代远距离教育,2007,3.
[10]张彤,赵翠霞,郑锡宁.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).
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[12]裘伟廷.网络教学情感交互的质量评价标准初探[J].远程教育杂志,2005.4.
[13]王琪.网络课程设计之点滴思考[J].中国远程教育,2002,5.
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[15]任瑞仙,张敬环.网络学习环境中的情感交流[J].中国远程教育,2004,5.
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[1]王莉.网络课程的学习模式设计[D].辽宁师范大学硕士学位论,2006,5.
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[25]王硕.网络课程人性化界面设计的研究与实践[D].吉林大学硕士学位论文,2006,5.
[26]付国艳.网络课程中的交互设计研究[D].河北大学硕士学位论文,2006,5.
[27]董建文.高校网络课程TIC教学模式设计研究[D].南京师范大学硕士论文,2007,5.
[28]韩玲.运用知识地图的网络课程设计研究[D].山东师范大学硕士学位论文,2009,4.
[29]郭丽娟.远程教育中情感信息的建模与处理方法研究[D].天津师范大学硕士学位论文, 2006,4.
[1] http://www.dragonraja.com.cn/20073/12007312130.html
[2] http://www.chinaret.com/user/article.aspx?cid=e67eb038-3f2e-4a6e-8fb1-297ddbdb7188
[3] http://www.core.org.cn/OcwWeb/index.htm
[4] www.nfjy.cn/html/200803/31/20080331002820.htm
[5]英国远程教育:灵活高效的课程体系http://www.edu.cn/yuancheng_jy_1723/20061229/t20061229_212284_2.shtml
[6] http://trend.cnki.net/trendshow.php?searchword=%E7%BD%91%E7%BB%9C%E8%AF%BE%E7%A8%8B&tjType=&databasetj=define_search&x=43&y=6
[7]现代远程教育资源建设技术规范(试行)[EB/OL]http://www.cev.com.cn/biao_zhun_gui_fan/jishuguifan.htm)
[8] http://xdjyjs.jnxy.edu.cn/PPT/8.ppt#256,1,第八章网络课程的设计与开发
[9] http://baike.baidu.com/view/1157622.html?fromTaglist
[10] http://www.edu.cn/li_lun_yj_1652/20070510/t20070510_231946.shtml
[11] http://course.cdce.cn/Show/Default.aspx?y=2009
[12] http://jpkc.jnu.edu.cn/zgctwh/2009netware/html/km/km_00.htm
[13] http://etl.ccnu.edu.cn/kec/inde.html
[14] http://jpkc.nwu.edu.cn/zqhtwms/index.htm
[15] http://www.sfruc.edu.cn/jpkc/gjss/index.asp
[16] http://data.sfruc.edu.cn/
[17] http://www.sfruc.edu.cn/jpkc/gjss/club/forum.asp?FORUM_ID=50&CAT_ID=16
[18] http://202.114.40.153/yuan/
[19] http://202.114.40.153/yuan/Main.aspx?url=vote/styletest.aspx
[20] http://202.114.40.153/yuan/show.aspx?id=482
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[24] http://www.elanguage.cn/
[25] http://www.hsxiaoxue.cn/news/indexa.asp?ClassID=471&ColumnID=58
[26] http://www.xuexigang.com/ycjy/yjgc/17899.html
[1] R. W. Picard. Affective Computing[M]. London: MIT Press,1997
[2] Jordan, P. W. Designing Pleasurable Products: An Induction to New Human Factors [M]. London: Taylor and Francis, 2000.
[3]戴维·H·乔纳森.学习环境的理论基础[M].郑太年译.上海:华东师范大学出版社,2002,9.
[4]约翰·D·布兰斯福特等.人是如何学习的:大脑、心理、经验及学校[M].程可拉等译.上海:华东师范大学出版社,2002,9.
[5] Jennife Preece, Yvonne Rogers, Helen Sharp. Interaction Design, Beyond Human -computer Interaction[M].刘晓晖等译.北京:电子工业出版社,2003,6.
[6] Donald A.Norman.Emotional Design[M].付秋芳,程进三译.北京:电子工业出版社,2005,5.
[7] Alan Cooper.ABOUT FACE 2.0: The Essentials of Interaction Design[M].詹剑锋等译.北京:电子工业出版社,2005,6.
[8] Parrott, W. Emotions in Social Psychology [M]. Psychology Press, Philadelphia, 2001.
[1] Sweller J.Cognitive load during problem solving: Effects on learning. Cognitive Science.1998,12.257-285.
[2] Sweller J. Cognitive load theory, learning difficulty and instructional design. Learning and Instruction[J],1994,4,295-312.
[3] Gilmore, S. &Warren, S. Themed article: Emotion online: Experiences of teaching in a virtual learning environment [J]. Human Relations, Vol. 60, No. 4. 2007.
[1] http://wideworld.gse.harvard.edu/en/
[2] Fabri, M, Moore, D. J. & Hobbs, D. J. Mediating the expression of emotion in educational collaborative virtual environments: an experimental study, in International Journal of Virtual Reality, Sp ringer Verlag, London [WE /OL ] , http: / /dx.doi.org/10.1007 / s10055-003-0116-7. 2004.