网络课程中多媒体信息表征设计研究
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摘要
网络课程的设计开发研究多以制作技术、教学设计、界面设计等为研究重点,而将网络课程的信息设计问题与多媒体学习过程结合起来的研究较少。网络课程本身是一个将教学信息通过多种媒体呈现出来的载体,利用网络课程进行学习本身就是一种多媒体学习,所以研究网络课程的信息设计问题就离不开研究多媒体学习。只有当我们了解了学习者的多媒体学习机制,才可能制作出符合其认知机制的学习材料,才能更好地提升教学效果。因此,本研究从多媒体学习认知理论角度出发,结合媒体在信息呈现上的优势,对网络课程的多媒体信息表征设计进行研究,以期为网络课程的设计开发提供理论和实践依据。
本研究首先通过文献法对多媒体学习认知理论及其相关理论做了系统研究,其次通过网络调查法对部分现行网络课程的信息呈现形式及使用情况做了调查,分析了现行网络课程在信息呈现方式上存在的问题,然后根据这些问题并在多媒体学习认知理论及相关理论的指导下研究了网络课程多媒体信息表征设计方案。该方案主要讨论了网络课程信息表征设计的目标、要求、要素和原则,并对网络课程中诸要素的设计做了详细分析。
根据网络课程多媒体信息表征设计方案中所探讨的设计策略,本研究选取了《教育电视节目制作》课程中的部分内容进行开发研究,并通过实验对开发出的网络课程进行效果检验。实验采用2(两个年级组:大学一年级和二年级)×4(4种呈现方式:纯文本、文本+图片、文本+声音、文本+图片+声音)混合实验设计,考察呈现方式与学习者成绩间的关系。实验结果表明多媒体呈现比单媒体呈现更有利于学习者学习,并且不同的媒体组合对学习者成绩的影响也不尽相同。本实验验证了上述设计方案的有效性和合理性。同时,该实验也是对多媒体学习研究的一个拓展研究——以往的多媒体学习研究选用的实验材料为科学原理性内容,而本实验采用的实验材料为描述性内容,实验结果与多媒体学习认知理论基本一致,但冗余效应不显著。
The production technology, instructional design and interface design are always the research priorities in the web-based curriculum study. There is less study on combining information design with the multimedia learning process in the web-based curriculum. In the fact, web-based curriculum itself is a carrier with learning information. This learning information is presented by various multimedia. So learning from the web-based curriculum is one kind of multimedia learning, and we can’t separate information design form multimedia learning in the study of web-based curriculum. Only when we know how the multimedia learning mechanism works, we can design out the learning materials that in line the learners’cognitive mechanism. In order to provide somewhat theoretical and practical basis, we have researched the multimedia information representation of web-based curriculum from the perspective of multimedia learning cognitive theory.
First of all, the study did a systematic research on multimedia learning cognitive theory and other related theories by literature method. Second, it took a web-based investigation on the information representation modes of some existing web-based curriculum, and analyzed the problems of the existing web-based curriculum in information representation modes, and then the study focused on the design project of multimedia information representation according to the above questions and under the guidance of the multimedia learning theory and other theories. This project mainly focused on the objectives, requirements, elements and principles of information representation design in web-based curriculum, and then did a detailed analysis of the design principles of the elements in web-based curriculum. This project aims to design the web-based curriculum that meets the learners’multimedia learning cognitive mechanisms.
Based on the design strategies of the project, I designed and developed a part of the web-based curriculum of“Educational Television Programs Production”. Then I test the effect of the web-based curriculum through a mixed design experiment. The design of the experiment is 2(two grades: freshman and sophomore)×4(four presentation: text only, text picture intergraded text, voice intergraded text, picture and voice intergraded text).The experiment focused on the relationship between the presentation modes and scores of learners’. The results showed that multimedia presentation was more conductive than the single-media presentation, and different combinations of media had a different impact on the learners’scores. This experiment proved that the design project was effective and rational. At the same time, the experiment was an expanding study of the multimedia learning study, because the previous study of multimedia learning chose scientific principles materials as experimental materials, while this study adopted descriptive content. The results of the experiment were consistent basically with the multimedia learning cognitive theory, but the redundancy effect was not significant.
本研究首先通过文献法对多媒体学习认知理论及其相关理论做了系统研究,其次通过网络调查法对部分现行网络课程的信息呈现形式及使用情况做了调查,分析了现行网络课程在信息呈现方式上存在的问题,然后根据这些问题并在多媒体学习认知理论及相关理论的指导下研究了网络课程多媒体信息表征设计方案。该方案主要讨论了网络课程信息表征设计的目标、要求、要素和原则,并对网络课程中诸要素的设计做了详细分析。
根据网络课程多媒体信息表征设计方案中所探讨的设计策略,本研究选取了《教育电视节目制作》课程中的部分内容进行开发研究,并通过实验对开发出的网络课程进行效果检验。实验采用2(两个年级组:大学一年级和二年级)×4(4种呈现方式:纯文本、文本+图片、文本+声音、文本+图片+声音)混合实验设计,考察呈现方式与学习者成绩间的关系。实验结果表明多媒体呈现比单媒体呈现更有利于学习者学习,并且不同的媒体组合对学习者成绩的影响也不尽相同。本实验验证了上述设计方案的有效性和合理性。同时,该实验也是对多媒体学习研究的一个拓展研究——以往的多媒体学习研究选用的实验材料为科学原理性内容,而本实验采用的实验材料为描述性内容,实验结果与多媒体学习认知理论基本一致,但冗余效应不显著。
The production technology, instructional design and interface design are always the research priorities in the web-based curriculum study. There is less study on combining information design with the multimedia learning process in the web-based curriculum. In the fact, web-based curriculum itself is a carrier with learning information. This learning information is presented by various multimedia. So learning from the web-based curriculum is one kind of multimedia learning, and we can’t separate information design form multimedia learning in the study of web-based curriculum. Only when we know how the multimedia learning mechanism works, we can design out the learning materials that in line the learners’cognitive mechanism. In order to provide somewhat theoretical and practical basis, we have researched the multimedia information representation of web-based curriculum from the perspective of multimedia learning cognitive theory.
First of all, the study did a systematic research on multimedia learning cognitive theory and other related theories by literature method. Second, it took a web-based investigation on the information representation modes of some existing web-based curriculum, and analyzed the problems of the existing web-based curriculum in information representation modes, and then the study focused on the design project of multimedia information representation according to the above questions and under the guidance of the multimedia learning theory and other theories. This project mainly focused on the objectives, requirements, elements and principles of information representation design in web-based curriculum, and then did a detailed analysis of the design principles of the elements in web-based curriculum. This project aims to design the web-based curriculum that meets the learners’multimedia learning cognitive mechanisms.
Based on the design strategies of the project, I designed and developed a part of the web-based curriculum of“Educational Television Programs Production”. Then I test the effect of the web-based curriculum through a mixed design experiment. The design of the experiment is 2(two grades: freshman and sophomore)×4(four presentation: text only, text picture intergraded text, voice intergraded text, picture and voice intergraded text).The experiment focused on the relationship between the presentation modes and scores of learners’. The results showed that multimedia presentation was more conductive than the single-media presentation, and different combinations of media had a different impact on the learners’scores. This experiment proved that the design project was effective and rational. At the same time, the experiment was an expanding study of the multimedia learning study, because the previous study of multimedia learning chose scientific principles materials as experimental materials, while this study adopted descriptive content. The results of the experiment were consistent basically with the multimedia learning cognitive theory, but the redundancy effect was not significant.
引文
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①Sweller ,J&Chandler,P. Why Some Material Is Difficult to Learn[J]. Cognition & Instruction, 1994 ,12(3):185-233.
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②戴维·奥苏贝尔(David.P.Ausube,1918-),心理学家、教育家,意义学习论创始人。
③卡尔·罗杰斯(Carl.R.Rogers,1902-1987),美国著名心理学家,人本心理学创始人。
①[美]理查德·E·迈耶著;牛勇,邱香译:多媒体学习[M].北京:商务印书馆,2006(1):5.
②[美]理查德·E·迈耶著;牛勇,邱香译:多媒体学习[M].北京:商务印书馆,2006(1):68.
①Mayer,R.E.Systematic thinking fostered by illustrations scientific text[J]. Journal of Educational Psychology,1989,81:240-246.
②Mayer,R.E.,&Gallini,J.K.When is an illustration worth ten thousand words?[J]. Journal of Educational Psychology,1990,82:715-726.
③Mayer, R.E.&Anderson,R.B. Animations need narrations:An experimental test of a dual-coding hypothesis[J].Journal of Educational Psychology,1991,83:484-490.
④Mayer, R.E.&Anderson,R.B.The instructive animations:Helping students build connections between words and pictures in multimedia learning[J]. Journal of Educational Psychology,1992,84:444-452.
⑤Mayer,R.E.Systematic thinking fostered by illustrations scientific text[J]. Journal of Educational Psychology,1989,81:240-246.
⑥Mayer,R.E.,Steinhoff,K.,Bower,G.&Mars,R.A generative theory of text book design:Using annotated illustrations to foster meaningful learning of science text[J]. Educationa Technology Research and Development,1995,43:31-43.
⑦Moreno,R,.&Mayer,R.E.Cognitive principles of multimedia learning:The role of modality and contiguity[J]. Journal of Educational Psychology,1999,91,358-368.
⑧Mayer,R.E.,Moreno,R.,Boire,M.,&Vagge,S.Maximizing constructivist learning from multimedia communications by cognitive load[J]. Journal of Educational Psychology,1999,91:638-643.
⑨Mayer, R.E.&Anderson,R.B. Animations need narrations:An experimental test of a dual-coding hypothesis[J].Journal of Educational Psychology,1991,83:484-490.
⑩Mayer, R.E.&Anderson,R.B.The instructive animations:Helping students build connections between words and pictures in multimedia learning[J]. Journal of Educational Psychology,1992,84:444-452.
①Mayer,R.E.,Moreno,R.A split-attention effect in multimedia learning:Evidence for processing system in working memery[J]. Journal of Educational Psychology,1989,90:312-320.
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①Schnotz,W.,&Bannert,M.Construction and interference in learning from multimedia representation[J].Learning and Instruction,2003,13(2):141-156.
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[46] Mayer,R.E.Systematic thinking fostered by illustrations scientific text[J]. Journal of Educational Psychology,1989,81:240-246.
[47] Mayer,R.E.,&Gallini,J.K.When is an illustration worth ten thousand words?[J]. Journal of Educational Psychology,1990,82:715-726.
[48] Mayer, R.E.&Anderson,R.B.The instructive animations:Helping students build connections between words and pictures in multimedia learning[J]. Journal of Educational Psychology,1992,84:444-452.
[49] Mayer,R.E.,Steinhoff,K.,Bower,G.&Mars,R.A generative theory of text book design:Using annotated illustrations to foster meaningful learning of science text[J]. Educationa Technology Research and Development,1995,43:31-43.
[50] Mayer,R.E.Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two-Way Street Between Cognition and Instruction[J].New Directions for Teaching and Learning,2002,89:55-71.
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①Sweller ,J&Chandler,P. Why Some Material Is Difficult to Learn[J]. Cognition & Instruction, 1994 ,12(3):185-233.
①[美]理查德·E·迈耶著;牛勇,邱香译:多媒体学习[M].北京:商务印书馆,2006(1):3
②戴维·奥苏贝尔(David.P.Ausube,1918-),心理学家、教育家,意义学习论创始人。
③卡尔·罗杰斯(Carl.R.Rogers,1902-1987),美国著名心理学家,人本心理学创始人。
①[美]理查德·E·迈耶著;牛勇,邱香译:多媒体学习[M].北京:商务印书馆,2006(1):5.
②[美]理查德·E·迈耶著;牛勇,邱香译:多媒体学习[M].北京:商务印书馆,2006(1):68.
①Mayer,R.E.Systematic thinking fostered by illustrations scientific text[J]. Journal of Educational Psychology,1989,81:240-246.
②Mayer,R.E.,&Gallini,J.K.When is an illustration worth ten thousand words?[J]. Journal of Educational Psychology,1990,82:715-726.
③Mayer, R.E.&Anderson,R.B. Animations need narrations:An experimental test of a dual-coding hypothesis[J].Journal of Educational Psychology,1991,83:484-490.
④Mayer, R.E.&Anderson,R.B.The instructive animations:Helping students build connections between words and pictures in multimedia learning[J]. Journal of Educational Psychology,1992,84:444-452.
⑤Mayer,R.E.Systematic thinking fostered by illustrations scientific text[J]. Journal of Educational Psychology,1989,81:240-246.
⑥Mayer,R.E.,Steinhoff,K.,Bower,G.&Mars,R.A generative theory of text book design:Using annotated illustrations to foster meaningful learning of science text[J]. Educationa Technology Research and Development,1995,43:31-43.
⑦Moreno,R,.&Mayer,R.E.Cognitive principles of multimedia learning:The role of modality and contiguity[J]. Journal of Educational Psychology,1999,91,358-368.
⑧Mayer,R.E.,Moreno,R.,Boire,M.,&Vagge,S.Maximizing constructivist learning from multimedia communications by cognitive load[J]. Journal of Educational Psychology,1999,91:638-643.
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