本文選題：刺激回憶 + 認知分層��； 參考：《電化教育研究》2017年12期

【摘要】：大量研究證明,在實體課堂中運用刺激回憶法(Stimulated Recall)可以顯著提高學習者的學習績效和交互認知能力。然而,鮮有研究去探索在相對靜態(tài)的線上自主學習模式下刺激回憶法的應用方法。本研究探索眼球隨動數(shù)據(jù)(注視點fixation position、注視時間fixation duration、瀏覽路徑scan path)作為刺激源,并以此激發(fā)在線學習者的認知層次。64名風景園林專業(yè)本科生(實驗組和對照組各32名),參與了為期12周的線上自主審圖實驗。結(jié)果顯示,實驗組學生后測的認知分層水平相對于前測有顯著的提升,控制組則無顯著差異。本研究在理論上擴展了刺激回憶法在線上自主學習環(huán)境下的內(nèi)涵;在實踐上為未來線上學習者認知和反思方式提供新的思路,同時為教師提供了識別學習者的情感及認知狀態(tài)的依據(jù)。
[Abstract]:A large number of studies have proved that the application of Stimulated recall (Stimulated recall) in physical classroom can significantly improve learners' learning performance and interactive cognitive ability. However, little research has been done to explore the application of stimulative recall in a relatively static online autonomous learning model. The purpose of this study was to explore fixation position, fixation time fixation duration, browsing path scan path) as stimulus source. In order to stimulate online learners' cognitive level, 64 landscape architecture undergraduates (32 in experimental group and 32 in control group) participated in a 12-week online self-examination experiment. The results showed that the level of cognitive stratification in the experimental group was significantly higher than that in the pre-test group, but there was no significant difference between the control group and the control group. This study theoretically expands the connotation of stimulating recall in the online autonomous learning environment, and provides new ideas for the future online learners' cognition and reflection in practice. At the same time, it provides teachers with the basis for identifying learners' emotion and cognitive state.
【作者單位】： 安徽建筑大學智能建筑實驗室;北京師范大學教育技術(shù)學院;北京教育學院朝陽分院基礎(chǔ)教育研究中心;安徽建筑大學建筑與規(guī)劃學院;
【基金】：2017年安徽省人文社科重大項目“基于生理信號的刺激回憶對文本處理的認知能力影響機理研究”(項目編號:SK2017ZD42) 2017年安徽建筑大學智能建筑實驗室重點平臺科研項目“建筑環(huán)境舒適度對學習者學習績效影響機理及評價研究”(項目編號:201602-3)
【分類號】：G434

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