動畫呈現(xiàn)方式與空間能力對多媒體學習的影響
發(fā)布時間：2018-08-25 07:48
【摘要】：在高速發(fā)展的現(xiàn)代信息社會,計算機技術和網(wǎng)絡技術在教育領域中被廣泛應用,多種以計算機為傳播媒介的多媒體學習形式應運而生。動畫作為多媒體環(huán)境的一種信息表征形式,因其形象生動、易吸引學習者注意等特點受到了教育者的喜歡而被廣泛應用。 基于計算機的動畫信息表征方式是一種信息的動態(tài)可視化技術�？臻g能力成為影響動態(tài)可視化學習效果的重要因素。關于動態(tài)可視化研究的“能力促進”假設認為,高空間能力的學習者可以從動畫學習中獲益,而低空間能力學習者則不能；“能力修復”假設認為,動畫可以幫助低空間學習者建構起相關的心理模型,彌補低能力學習者在空間能力上的不足。根據(jù)這兩種貌似自相矛盾的假設及一些相關的研究,我們不能知道空間能力與動畫多媒體學習有怎樣的影響關系,是高空間能力學習者在動畫情境的學習環(huán)境中學習效果較好,還是低空間能力水平者在動畫情境中學習效果較好。 本研究從學習保持效果、學習遷移效果及學習者認知負荷的角度入手,探索動畫呈現(xiàn)方式和空間能力差異對多媒體學習效果的影響,高空間能力水平的學習者是否比低空間能力水平者在動畫學習環(huán)境中學習得更好,產(chǎn)生的外部認知負荷也是否會更小呢?另外,學習內容的動畫表征方式是否與空間能力對學習產(chǎn)生交互的影響作用呢?本文的主要研究內容包括以下幾個方面： (1)動畫呈現(xiàn)方式對多媒體學習保持和學習遷移,以及對學習者認知負荷的影響。 (2)空間能力對多媒體學習保持和學習遷移,以及對學習者認知負荷的影響。 (3)動畫呈現(xiàn)方式與空間能力的交互作用對多媒體學習保持和學習遷移,以及對學習者認知負荷的影響。 本論文采用實驗研究法,根據(jù)大學生的空間能力水平進行分組實驗,檢測不同空間能力水平(高空間能力水平和低空間能力水平)的大學生在不同動畫呈現(xiàn)方式(連續(xù)播放和可控制進度)的學習情境中,學習效果(學習保持和學習遷移)和學習過程中的認知負荷。研究結果顯示,空間能力對學習效果和認知負荷有顯著的影響。
[Abstract]:In the rapid development of modern information society, computer technology and network technology are widely used in the field of education. Animation, as a form of information representation in multimedia environment, is widely used by educators because of its vivid image and easy to attract the attention of learners. The representation of animation information based on computer is a dynamic visualization technology of information. Spatial ability has become an important factor to affect the effect of dynamic visualization learning. The "ability promotion" hypothesis for dynamic visualization studies assumes that learners with high spatial abilities can benefit from animation learning, while learners with low spatial abilities do not; the "ability repair" hypothesis states that, Animation can help low-space learners to construct relevant mental models and make up for the deficiency of low-level learners in spatial ability. According to these two seemingly contradictory assumptions and some related studies, we can not know how the spatial ability and the animation multimedia learning have any influence, it is that the high spatial ability learners have better learning effect in the animation situation learning environment. Or low spatial ability level in the animation situation learning results are better. From the perspective of learning retention effect, learning transfer effect and learners' cognitive load, this study explores the effects of animation presentation and spatial ability differences on multimedia learning effects. Are learners with high spatial competence learning better in animation learning environment than those with low spatial competence, and will the external cognitive burden be smaller? In addition, whether the animation representation of learning content and spatial ability have an interactive effect on learning? The main research contents of this paper are as follows: (1) the animation presentation methods maintain and transfer the multimedia learning. And the impact on learners' cognitive load. (2) Spatial ability has great influence on multimedia learning retention and transfer. (3) the interaction between animation presentation and spatial ability on multimedia learning retention and transfer, as well as on learners cognitive load. This paper adopts the experimental research method to carry on the grouping experiment according to the university student's spatial ability level. College students with different spatial ability levels (high spatial ability level and low spatial ability level) were studied in different animation presentation modes (continuous playback and controllable progress). Learning effect (learning retention and learning transfer) and cognitive load in the learning process. The results show that spatial ability has a significant effect on learning effect and cognitive load.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G434
本文編號：2202236
[Abstract]:In the rapid development of modern information society, computer technology and network technology are widely used in the field of education. Animation, as a form of information representation in multimedia environment, is widely used by educators because of its vivid image and easy to attract the attention of learners. The representation of animation information based on computer is a dynamic visualization technology of information. Spatial ability has become an important factor to affect the effect of dynamic visualization learning. The "ability promotion" hypothesis for dynamic visualization studies assumes that learners with high spatial abilities can benefit from animation learning, while learners with low spatial abilities do not; the "ability repair" hypothesis states that, Animation can help low-space learners to construct relevant mental models and make up for the deficiency of low-level learners in spatial ability. According to these two seemingly contradictory assumptions and some related studies, we can not know how the spatial ability and the animation multimedia learning have any influence, it is that the high spatial ability learners have better learning effect in the animation situation learning environment. Or low spatial ability level in the animation situation learning results are better. From the perspective of learning retention effect, learning transfer effect and learners' cognitive load, this study explores the effects of animation presentation and spatial ability differences on multimedia learning effects. Are learners with high spatial competence learning better in animation learning environment than those with low spatial competence, and will the external cognitive burden be smaller? In addition, whether the animation representation of learning content and spatial ability have an interactive effect on learning? The main research contents of this paper are as follows: (1) the animation presentation methods maintain and transfer the multimedia learning. And the impact on learners' cognitive load. (2) Spatial ability has great influence on multimedia learning retention and transfer. (3) the interaction between animation presentation and spatial ability on multimedia learning retention and transfer, as well as on learners cognitive load. This paper adopts the experimental research method to carry on the grouping experiment according to the university student's spatial ability level. College students with different spatial ability levels (high spatial ability level and low spatial ability level) were studied in different animation presentation modes (continuous playback and controllable progress). Learning effect (learning retention and learning transfer) and cognitive load in the learning process. The results show that spatial ability has a significant effect on learning effect and cognitive load.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G434
【參考文獻】
相關期刊論文 前9條
1 唐劍嵐;周瑩;;認知負荷理論及其研究的進展與思考[J];廣西師范大學學報(哲學社會科學版);2008年02期
2 胡衛(wèi)星;劉陶;;基于動畫信息表征的多媒體學習研究現(xiàn)狀分析[J];電化教育研究;2013年03期
3 皮春梅;黎嬌娥;劉進;;用信息加工學習理論指導課件制作[J];教育信息化;2005年15期
4 李文馥,劉范;5—13歲兒童空間認知發(fā)展的研究——判別相等面積的再探[J];心理學報;1983年01期
5 劉麗虹,張積家,王惠萍;習慣的空間術語對空間認知的影響[J];心理學報;2005年04期
6 張積家;謝書書;和秀梅;;語言和文化對空間認知的影響——漢族和納西族大學生空間詞相似性分類的比較研究[J];心理學報;2008年07期
7 宋廣文;何文廣;孔偉;;問題表征、工作記憶對小學生數(shù)學問題解決的影響[J];心理學報;2011年11期
8 劉儒德;趙妍;柴松針;徐娟;;多媒體學習的影響因素[J];中國電化教育;2007年10期
9 劉小晶;張劍平;;教學視頻微型化改造與應用的新探索[J];中國電化教育;2013年03期
相關博士學位論文 前1條
1 孫崇勇;認知負荷的測量及其在多媒體學習中的應用[D];蘇州大學;2012年
，本文編號：2202236
本文鏈接：http://sikaile.net/jiaoyulunwen/jiaoyujiaoxuefangfalunwen/2202236.html
