多媒体学习中定向帮助信息呈现方式对认知负荷响的研究
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摘要
多媒体学习效果不仅与界面信息呈现有关,同时要考虑多媒体环境下学习者的认知规律。设计不良的多媒体教学信息会加重学习者的认知负荷,若提供适当的帮助信息则可优化学习者的认知负荷。本研究以认知负荷理论、多媒体学习的认知理论和双重编码理论为基础,通过实证研究探求多媒体学习中定向帮助信息及其呈现方式对认知负荷的影响,由两个研究的3个实验组成。
实验1考察有无定向帮助信息对被试认知负荷及学习效果的影响。实验2和3考察不同呈现方式的定向帮助信息对工作记忆容量大小不同的被试的认知负荷及学习效果的影响。实验研究结果表明:
(1)在学习较难的学习材料且先前知识较为缺乏时,为学习者提供提示所学材料核心内容的定向帮助信息,能够增加学习者的相关认知负荷,且对学习者的记忆和迁移测试成绩都有促进作用;
(2)当学习者对所学材料先前知识掌握的多,且材料较为容易时,提供定向帮助信息没有增加学习者的相关认知负荷;但能提高学习者的迁移测试成绩;
(3)定向帮助信息不同呈现方式增加相关认知负荷的影响总的趋势是:听觉呈现(无论是客体工作记忆容量还是词语工作记忆容量)最好,其次视听呈现,最差是视觉呈现。
(4)当学习图像动画类多媒体材料时,在内在和外在认知负荷相同条件下,客体工作记忆容量大的被试比小的被试相关认知负荷更高。但词语工作记忆容量不同的被试则在三种认知负荷上都没有差异。
(5)三种定向帮助信息的呈现方式对学习者的记忆和迁移测试成绩均没有显著差异。
(6)客体工作记忆容量大的被试,其记忆成绩好于客体工作记忆容量小的被试,词语工作记忆容量不同的被试两种测试成绩没有显著差异。
The multimedia learning effect not only is related to presentation of the interface information, but also taking into account the learner's cognitive laws under the multimedia environment. Poor design of multimedia information will increase the learner's cognitive load. Given appropriate help information, the learner's cognitive load can be optimized. Based on the Cognitive Load Theory, Multimedia Learning Theory and Dual-coding Theory, this study explored the effect of orientation help information and its presentation modes on cognitive load in multimedia learning. The research consists of 3 experiments.
Research1 investigated the influence of presenting directional help information or not on the learner's cognitive load and learning effect. In experiment 2 and 3, the author investigated the influence of the different orientation help information presentation modes on cognitive load and learning effect of learners with different working memory capacity. Experimental results show that:
(1)When materials are more difficult and the learners have lower prior knowledge, orientation help information can increase the learners' germane cognitive load and promote their memory and transfer test achievement.
(2) When learners have higher prior knowledge and the materials are easier, providing orientation help information doesn't increase the learners' germane cognitive load, but enhance better transfer test achievement.
(3) The general trend that the different presentations of orientation help information increasing the germane cognitive load is: auditory presentation (whether object working memory capacity or terms working memory capacity) the best, followed by audio-visual presentation, visual presentation is the worst.
(4) When learning images animation multimedia material , subjects with large object working memory capacity have higher germane cognitive load comparing those with small object working memory capacity. But subjects with different terms working memory capacity have no significant difference on three cognitive loads.
(5) The presentation modes of three cognitive loads have no significant difference on learner's memory and transfer test achievement.
(6) The memory test performances of the subjects with large object working memory capacity are better than those with small object working memory capacity.The memory and transfer test achievement of subjects with different terms working memory capacity have no significant difference.
实验1考察有无定向帮助信息对被试认知负荷及学习效果的影响。实验2和3考察不同呈现方式的定向帮助信息对工作记忆容量大小不同的被试的认知负荷及学习效果的影响。实验研究结果表明:
(1)在学习较难的学习材料且先前知识较为缺乏时,为学习者提供提示所学材料核心内容的定向帮助信息,能够增加学习者的相关认知负荷,且对学习者的记忆和迁移测试成绩都有促进作用;
(2)当学习者对所学材料先前知识掌握的多,且材料较为容易时,提供定向帮助信息没有增加学习者的相关认知负荷;但能提高学习者的迁移测试成绩;
(3)定向帮助信息不同呈现方式增加相关认知负荷的影响总的趋势是:听觉呈现(无论是客体工作记忆容量还是词语工作记忆容量)最好,其次视听呈现,最差是视觉呈现。
(4)当学习图像动画类多媒体材料时,在内在和外在认知负荷相同条件下,客体工作记忆容量大的被试比小的被试相关认知负荷更高。但词语工作记忆容量不同的被试则在三种认知负荷上都没有差异。
(5)三种定向帮助信息的呈现方式对学习者的记忆和迁移测试成绩均没有显著差异。
(6)客体工作记忆容量大的被试,其记忆成绩好于客体工作记忆容量小的被试,词语工作记忆容量不同的被试两种测试成绩没有显著差异。
The multimedia learning effect not only is related to presentation of the interface information, but also taking into account the learner's cognitive laws under the multimedia environment. Poor design of multimedia information will increase the learner's cognitive load. Given appropriate help information, the learner's cognitive load can be optimized. Based on the Cognitive Load Theory, Multimedia Learning Theory and Dual-coding Theory, this study explored the effect of orientation help information and its presentation modes on cognitive load in multimedia learning. The research consists of 3 experiments.
Research1 investigated the influence of presenting directional help information or not on the learner's cognitive load and learning effect. In experiment 2 and 3, the author investigated the influence of the different orientation help information presentation modes on cognitive load and learning effect of learners with different working memory capacity. Experimental results show that:
(1)When materials are more difficult and the learners have lower prior knowledge, orientation help information can increase the learners' germane cognitive load and promote their memory and transfer test achievement.
(2) When learners have higher prior knowledge and the materials are easier, providing orientation help information doesn't increase the learners' germane cognitive load, but enhance better transfer test achievement.
(3) The general trend that the different presentations of orientation help information increasing the germane cognitive load is: auditory presentation (whether object working memory capacity or terms working memory capacity) the best, followed by audio-visual presentation, visual presentation is the worst.
(4) When learning images animation multimedia material , subjects with large object working memory capacity have higher germane cognitive load comparing those with small object working memory capacity. But subjects with different terms working memory capacity have no significant difference on three cognitive loads.
(5) The presentation modes of three cognitive loads have no significant difference on learner's memory and transfer test achievement.
(6) The memory test performances of the subjects with large object working memory capacity are better than those with small object working memory capacity.The memory and transfer test achievement of subjects with different terms working memory capacity have no significant difference.
引文
1孙倩娜.基于认知负荷理论的多媒体界面设计研究:学位论文.曲阜:曲阜师范大学,2008
2张丽莉.认知负荷理论对教学设计的启示[J].软件导刊.教育技术2009(5)
3 Mayer, R.E.Multimedia learning [M].New York: Cambridge University Press, 2001
4 Mayer,R.E..多媒体学习.第1版.牛勇,邱香译.北京:商务印书馆,2006
5龚德英.多媒体学习中认知负荷的优化控制:学位论文.重庆.西南大学,2009
6赵翠霞.多媒体教学界面中帮助方式对学习绩效影响的研究:学位论文.杭州:浙江大学,2005
7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.心理科学,2004,27(6)
8孙志军.样例与问题联结方式影响迁移和认知负荷的实验研究:学位论文.曲阜:曲阜师范大学, 2004.
9吕英.文章结构标记、呈现方式对学生认知负荷的影响:学位论文.开封:河南大学,2008
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.心理科学,2004,27(6):1502~1505
11徐喆等．基于认知负荷理论的e-Learning研究[J].电化教育研究.2007,12.
12柴艳霞.网络课程中多媒体信息表征设计研究:学位论文.大连.辽宁师范大学,2009
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2张丽莉.认知负荷理论对教学设计的启示[J].软件导刊.教育技术2009(5)
3 Mayer, R.E.Multimedia learning [M].New York: Cambridge University Press, 2001
4 Mayer,R.E..多媒体学习.第1版.牛勇,邱香译.北京:商务印书馆,2006
5龚德英.多媒体学习中认知负荷的优化控制:学位论文.重庆.西南大学,2009
6赵翠霞.多媒体教学界面中帮助方式对学习绩效影响的研究:学位论文.杭州:浙江大学,2005
7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.心理科学,2004,27(6)
8孙志军.样例与问题联结方式影响迁移和认知负荷的实验研究:学位论文.曲阜:曲阜师范大学, 2004.
9吕英.文章结构标记、呈现方式对学生认知负荷的影响:学位论文.开封:河南大学,2008
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.心理科学,2004,27(6):1502~1505
11徐喆等．基于认知负荷理论的e-Learning研究[J].电化教育研究.2007,12.
12柴艳霞.网络课程中多媒体信息表征设计研究:学位论文.大连.辽宁师范大学,2009
[1]孙倩娜.基于认知负荷理论的多媒体界面设计研究:学位论文.曲阜:曲阜师范大学,2008
[2]张丽莉.认知负荷理论对教学设计的启示[J].软件导刊.教育技术2009(5)
[3] Mayer, R.E.Multimedia learning [M].New York: Cambridge University Press, 2001
[4] Mayer,R.E..多媒体学习.第1版.牛勇,邱香译.北京:商务印书馆,2006
[5]龚德英.多媒体学习中认知负荷的优化控制:学位论文.重庆.西南大学,2009
[6]赵翠霞.多媒体教学界面中帮助方式对学习绩效影响的研究:学位论文.杭州:浙江大学,2005
[7]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)
[8]孙志军.样例与问题联结方式影响迁移和认知负荷的实验研究:学位论文.曲阜:曲阜师范大学, 2004.
[9]吕英.文章结构标记、呈现方式对学生认知负荷的影响:学位论文.开封:河南大学,2008
[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):1502~1505
[11]徐喆等．基于认知负荷理论的e-Learning研究[J].电化教育研究.2007,12
[12] Smarash著,张丽,盛群力译.多媒体学习研究的演进[J].远程教育杂志,2006(6)
[13] Susan Veronikas, Michael F. Shaughnssy,盛群力译.教育心理学与教育技术学促进学习者的认知变化[J].远程教育杂志,2008(1)
[14]刘世清,刘珍芳,王冬.论现代教学媒体的本质、发展规律与应用规律[J].电化教育研究,2005(8):14~17
[15]陈亮.呈现方式在多媒体学习中的作用:学位论文.重庆:西南大学,2007
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