工作记忆容量对软件操作技能教学视频自主学习效果和认知负荷的影响研究
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摘要
为检验工作记忆容量对软件操作技能教学视频自主学习效果和认知负荷的影响,文章采用3-back工作范式测验工作记忆容量,从114名大学生被试中筛选出工作记忆容量最高的24名被试和工作记忆容量最低的20名被试作为研究对象,要求他们观看一段关于制作Power Point幻灯片的教学视频,随后测量被试的自主学习效果和认知负荷。研究结果表明:较高的工作记忆容量对被试学习软件操作技能教学视频的自主学习效果和内、外在认知负荷均会产生积极影响,但对相关认知负荷的影响不明显。此研究结论丰富了工作记忆容量对教学视频自主学习效果影响的研究成果、验证了认知负荷理论的相关观点,可为教学视频或在线学习平台的开发、教学视频的学习提供理论参考。
In order to examine the effect of working memory capacity on self-learning achievement and cognitive load of the instructional video of software operation skills, a 3-back working paradigm was used to test the working memory capacity. Meanwhile, 24 participants who had the highest working memory and 20 participants who had the lowest working memory were selected from 114 college students. The sectioned subjects were then arranged to watch an instructional video on how to make PowerPoint slides, and further their self-learning achievement and cognitive load were measured. The results indicated that the relatively high working memory capacity had a positive impact on the subjects' self-learning achievement, internal and external cognitive load of learning the instructional video of software operation skills, while its effect on the relevant cognitive load was not significant. The results of this paper enriched the theory of how working memory capacity influencing the self-learning achievement of instructional videos, verified related viewpoints of cognitive load theory, and provided theoretical reference for the design of instructional videos or online learning platforms, as well as video-based learning.
In order to examine the effect of working memory capacity on self-learning achievement and cognitive load of the instructional video of software operation skills, a 3-back working paradigm was used to test the working memory capacity. Meanwhile, 24 participants who had the highest working memory and 20 participants who had the lowest working memory were selected from 114 college students. The sectioned subjects were then arranged to watch an instructional video on how to make PowerPoint slides, and further their self-learning achievement and cognitive load were measured. The results indicated that the relatively high working memory capacity had a positive impact on the subjects' self-learning achievement, internal and external cognitive load of learning the instructional video of software operation skills, while its effect on the relevant cognitive load was not significant. The results of this paper enriched the theory of how working memory capacity influencing the self-learning achievement of instructional videos, verified related viewpoints of cognitive load theory, and provided theoretical reference for the design of instructional videos or online learning platforms, as well as video-based learning.
引文
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[2]惠恭健,刘晓颖.教学视频设计策略研究--基于网络科普微视频的启示[J].当代教育科学,2016,(12):35-37、46.
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[12]Paas F G W C,Van Merrienboer J J G.The efficiency of instructional conditions:An approach to combine mental effort and performance measures[J].Human Factors the Journal of the Human Factors&Ergonomics Society,1993,(4):737-743.
[13]Brünken R,Plass J L,Leutner D.Assessment of cognitive load in multimedia learning with dual-task methodology:Auditory load and modality effects[J].Instructional Science,2004,(1-2):115-132.
[14]DeLeeuw K E,Mayer R E.A comparison of three measures of cognitive load:Evidence for separable measures of intrinsic,extraneous,and germane load[J].Journal of Educational Psychology,2008,(1):223-234.
[15]Sweller J.Implications of cognitive load theory for multimedia learning[A].The Cambridge Handbook of Multimedia Learning[C].New York:Cambridge University Press,2005:19-30.
[16]卢谢峰,唐源鸿,曾凡梅.效应量:估计、报告和解释[J].心理学探新,2011,(3):260-264.
[18]Seufert T,J?nen I,Roland Brünken.The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation[J].Computers in Human Behavior,2007,(3):1055-1071.
[19]邢强,夏静静,王彩燕.工作记忆容量与内容相关性对类别学习的影响[J].心理发展与教育,2016,(3):324-329.
[21]蔡笑岳,苏静.工作记忆与领域知识在个体认知行为中的作用[J].心理与行为研究,2008,(4):306-310.
[2]惠恭健,刘晓颖.教学视频设计策略研究--基于网络科普微视频的启示[J].当代教育科学,2016,(12):35-37、46.
[3]Baddeley A D.Working memory[J].Science,1992,(5044):556-559.
[4][5]李雪冰,罗跃嘉.人类工作记忆的事件相关电位研究[J].心理科学进展,2005,(4):428-434.
[6]Paas F,Renkl A,Sweller J.Cognitive load theory:Instructional implications of the interaction between information structures and cognitive architecture[J].Instructional Science,2004,(1-2):1-8.
[7]Oliver W,Andrea H,Klaus O.What is working memory capacity,and how can we measure it?[J].Frontiers in Psychology,2013,(2):433.
[8]Jaeggi S M,Buschkuehl M,Perrig W J,et al.The concurrent validity of the n-back task as a working memory measure[J].Memory,2010,(4):394-412.
[9]Owen A M,Mcmillan K M,Laird A R,et al.N‐back working memory paradigm:A meta-analysis of normative functional neuroimaging studies[J].Human Brain Mapping,2005,(1):46-59.
[10]许军.一种工作记忆实验性测量技术的可行性研究[D].上海:华东师范大学,2007:29.
[11][17][20]龚德英.多媒体学习中认知负荷的优化控制[D].重庆:西南大学,2009:17-47.
[12]Paas F G W C,Van Merrienboer J J G.The efficiency of instructional conditions:An approach to combine mental effort and performance measures[J].Human Factors the Journal of the Human Factors&Ergonomics Society,1993,(4):737-743.
[13]Brünken R,Plass J L,Leutner D.Assessment of cognitive load in multimedia learning with dual-task methodology:Auditory load and modality effects[J].Instructional Science,2004,(1-2):115-132.
[14]DeLeeuw K E,Mayer R E.A comparison of three measures of cognitive load:Evidence for separable measures of intrinsic,extraneous,and germane load[J].Journal of Educational Psychology,2008,(1):223-234.
[15]Sweller J.Implications of cognitive load theory for multimedia learning[A].The Cambridge Handbook of Multimedia Learning[C].New York:Cambridge University Press,2005:19-30.
[16]卢谢峰,唐源鸿,曾凡梅.效应量:估计、报告和解释[J].心理学探新,2011,(3):260-264.
[18]Seufert T,J?nen I,Roland Brünken.The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation[J].Computers in Human Behavior,2007,(3):1055-1071.
[19]邢强,夏静静,王彩燕.工作记忆容量与内容相关性对类别学习的影响[J].心理发展与教育,2016,(3):324-329.
[21]蔡笑岳,苏静.工作记忆与领域知识在个体认知行为中的作用[J].心理与行为研究,2008,(4):306-310.