教學(xué)視頻中不同類型的線索對學(xué)習(xí)的影響研究
發(fā)布時間：2018-09-03 15:35
【摘要】：大規(guī)模開放在線課程的快速發(fā)展促進了教學(xué)視頻的廣泛應(yīng)用,教學(xué)視頻的相關(guān)研究已然成為多媒體學(xué)習(xí)研究熱點。線索會對學(xué)習(xí)效果產(chǎn)生重要影響,線索原則是多媒體學(xué)習(xí)理論中的一條重要原則。本研究基于多媒體學(xué)習(xí)理論,通過在教學(xué)視頻中加入視覺線索、言語線索和視覺言語組合線索這三種類型的線索,嘗試探究教學(xué)視頻中有無線索是否會對學(xué)習(xí)產(chǎn)生影響,以及不同類型的線索是否會對學(xué)習(xí)產(chǎn)生不同的影響。本研究開展了兩輪實驗,探究線索對教學(xué)視頻的學(xué)習(xí)效果、學(xué)習(xí)者認知負荷、滿意度、學(xué)習(xí)注意力的影響,以此得出教學(xué)視頻中最佳線索設(shè)計形式。實驗一是在腦與認知實驗室中開展的,結(jié)合眼動追蹤技術(shù)和問卷法。研究教學(xué)視頻中線索類型對學(xué)習(xí)產(chǎn)生的影響。該實驗以80名本科生為被試,采用被試組間設(shè)計,探究無線索視頻、視覺線索視頻、言語線索視頻、視覺言語組合線索視頻對學(xué)習(xí)者學(xué)習(xí)效果、認知負荷、滿意度和注意力的影響。結(jié)果發(fā)現(xiàn),有線索組被試的知識保持、知識遷移水平顯著高于無線索組被試;視覺線索會顯著增加被試的認知負荷;被試滿意度不受線索有無、線索類型的影響;線索不會增加被試對教學(xué)視頻的關(guān)注,但是能夠優(yōu)化被試的注意分配,特別是言語線索。實驗二將教學(xué)視頻應(yīng)用于真實的翻轉(zhuǎn)課堂教學(xué)中,以驗證教學(xué)視頻中線索效應(yīng)的穩(wěn)健性。該實驗在同一門課程的四個不同班級中開展,共有118名本科生參與。四個班級學(xué)習(xí)者分別觀看無線索視頻、視覺線索視頻、言語線索視頻、視覺言語組合線索視頻,隨后組織學(xué)習(xí)者參與學(xué)習(xí)效果測評,填寫認知負荷問卷、滿意度問卷。結(jié)果發(fā)現(xiàn),在真實教學(xué)中,學(xué)習(xí)者知識保持水平不受線索影響,但是知識遷移水平會受之影響,視覺言語組合線索班級學(xué)習(xí)者的遷移測試結(jié)果最好;四個班級學(xué)習(xí)者的在認知負荷、滿意度方面都無顯著差異,表明線索類型不會影響學(xué)習(xí)者認知負荷與滿意度。通過以上兩個實驗,得出幾點結(jié)論:(1)教學(xué)視頻中的線索可以優(yōu)化學(xué)習(xí)者的注意力分配,特別是言語線索,可以幫助學(xué)習(xí)者更快速地注意到關(guān)鍵信息,并引導(dǎo)其將更多的注意力分配到關(guān)鍵信息上;(2)含有視覺言語組合線索的教學(xué)視頻可以提高學(xué)習(xí)效果,知識遷移水平提高效應(yīng)尤為顯著;(3)教學(xué)視頻中的視覺線索會增加學(xué)習(xí)者的認知負荷。本研究從教育技術(shù)學(xué)和心理學(xué)交叉學(xué)科視角出發(fā),探究教學(xué)視頻中重要設(shè)計元素之一——線索,通過實驗證實了教學(xué)視頻中線索的有效性,探明線索效應(yīng)會受到線索類型的影響。本研究結(jié)果豐富了教學(xué)視頻的理論研究,同時,為教學(xué)視頻設(shè)計實踐研究提供了有價值的建議。
[Abstract]:The rapid development of large-scale open online courses has promoted the wide application of instructional video, and the related research of instructional video has become a hot topic in multimedia learning. Clue has an important influence on learning effect. Clue principle is an important principle in multimedia learning theory. Based on the theory of multimedia learning, this study attempts to explore whether there are cues in teaching videos, including visual cues, speech cues and visual speech combination cues. And whether different types of clues have different effects on learning. This study carried out two rounds of experiments to explore the effects of cues on the learning effects of instructional videos, learners' cognitive load, satisfaction, and learning attention, so as to obtain the best design form of clues in instructional videos. Experiment one was carried out in brain and cognitive laboratory, combined with eye movement tracking technique and questionnaire. This paper studies the effect of clue type on learning in instructional video. In this experiment, 80 undergraduate students were chosen as subjects. The subjects were designed between groups to explore the learning effect and cognitive burden of learners with cue-free video, visual clue video, speech clue video, visual speech combination clue video, and visual speech combination clue video. The effect of satisfaction and attention. The results showed that the knowledge transfer level of the subjects with cues was significantly higher than that of the subjects without cues, the visual cues significantly increased the cognitive burden of the subjects, the satisfaction of the subjects was not affected by the cues and the types of cues. Cues do not increase participants' attention to instructional videos, but can optimize attention allocation, especially verbal cues. In the second experiment, the teaching video is applied to the real flipping classroom teaching to verify the robustness of the clue effect in the teaching video. The experiment was conducted in four different classes of the same course and was attended by 118 undergraduates. Four classes of learners watched cue-less video visual cue-video speech cue-video visual combination cue-video and then organized learners to participate in the evaluation of learning effects filling out cognitive load questionnaire satisfaction questionnaire. The results show that, in real teaching, learners' knowledge retention level is not affected by clues, but the level of knowledge transfer is affected by it. There was no significant difference in cognitive load and satisfaction between the four classes, indicating that the type of clue did not affect the cognitive load and satisfaction of learners. Based on the above two experiments, several conclusions are drawn: (1) the clues in the instructional video can optimize the learners' attention allocation, especially the verbal cues, which can help the learners to notice the key information more quickly. And guide them to distribute more attention to the key information. (2) the teaching video with visual speech combination clues can improve the learning effect. (3) Visual cues in instructional videos increase learners' cognitive load. From the perspective of educational technology and psychology, this study explores one of the important design elements of instructional video-clue, and proves the validity of the clue in teaching video through experiments. It is found that the cue-effect will be affected by the type of cue-type. The results of this study enrich the theoretical research of instructional video and provide valuable suggestions for the practical research of instructional video design.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434
本文編號：2220407
[Abstract]:The rapid development of large-scale open online courses has promoted the wide application of instructional video, and the related research of instructional video has become a hot topic in multimedia learning. Clue has an important influence on learning effect. Clue principle is an important principle in multimedia learning theory. Based on the theory of multimedia learning, this study attempts to explore whether there are cues in teaching videos, including visual cues, speech cues and visual speech combination cues. And whether different types of clues have different effects on learning. This study carried out two rounds of experiments to explore the effects of cues on the learning effects of instructional videos, learners' cognitive load, satisfaction, and learning attention, so as to obtain the best design form of clues in instructional videos. Experiment one was carried out in brain and cognitive laboratory, combined with eye movement tracking technique and questionnaire. This paper studies the effect of clue type on learning in instructional video. In this experiment, 80 undergraduate students were chosen as subjects. The subjects were designed between groups to explore the learning effect and cognitive burden of learners with cue-free video, visual clue video, speech clue video, visual speech combination clue video, and visual speech combination clue video. The effect of satisfaction and attention. The results showed that the knowledge transfer level of the subjects with cues was significantly higher than that of the subjects without cues, the visual cues significantly increased the cognitive burden of the subjects, the satisfaction of the subjects was not affected by the cues and the types of cues. Cues do not increase participants' attention to instructional videos, but can optimize attention allocation, especially verbal cues. In the second experiment, the teaching video is applied to the real flipping classroom teaching to verify the robustness of the clue effect in the teaching video. The experiment was conducted in four different classes of the same course and was attended by 118 undergraduates. Four classes of learners watched cue-less video visual cue-video speech cue-video visual combination cue-video and then organized learners to participate in the evaluation of learning effects filling out cognitive load questionnaire satisfaction questionnaire. The results show that, in real teaching, learners' knowledge retention level is not affected by clues, but the level of knowledge transfer is affected by it. There was no significant difference in cognitive load and satisfaction between the four classes, indicating that the type of clue did not affect the cognitive load and satisfaction of learners. Based on the above two experiments, several conclusions are drawn: (1) the clues in the instructional video can optimize the learners' attention allocation, especially the verbal cues, which can help the learners to notice the key information more quickly. And guide them to distribute more attention to the key information. (2) the teaching video with visual speech combination clues can improve the learning effect. (3) Visual cues in instructional videos increase learners' cognitive load. From the perspective of educational technology and psychology, this study explores one of the important design elements of instructional video-clue, and proves the validity of the clue in teaching video through experiments. It is found that the cue-effect will be affected by the type of cue-type. The results of this study enrich the theoretical research of instructional video and provide valuable suggestions for the practical research of instructional video design.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434
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