本文選題：多媒體學(xué)習(xí) + 外在認(rèn)知負(fù)荷��； 參考：《西南大學(xué)》2009年博士論文

【摘要】： 認(rèn)知負(fù)荷理論和多媒體學(xué)習(xí)的認(rèn)知理論是指導(dǎo)多媒體學(xué)習(xí)材料設(shè)計(jì)和軟件研發(fā)的兩個(gè)重要理論基礎(chǔ),認(rèn)知負(fù)荷理論認(rèn)為個(gè)體在任務(wù)完成過程中要耗費(fèi)由工作記憶容量所提供的認(rèn)知資源,導(dǎo)致外在、內(nèi)在和相關(guān)三類認(rèn)知負(fù)荷,從而對(duì)學(xué)習(xí)和任務(wù)完成結(jié)果產(chǎn)生影響。多媒體學(xué)習(xí)的認(rèn)知理論認(rèn)為,個(gè)體在多媒體學(xué)習(xí)中使用視覺和聽覺兩種通道來同時(shí)對(duì)信息進(jìn)行選擇性積極加工,兩種通道的信息表征方式不同,其認(rèn)知資源也是獨(dú)立的,合理利用兩個(gè)通道能使學(xué)習(xí)者獲得最佳的學(xué)習(xí)結(jié)果。 已有研究在這兩種理論的指導(dǎo)下探討了多媒體學(xué)習(xí)中如何通過教學(xué)設(shè)計(jì)來控制認(rèn)知負(fù)荷,以獲得最好的學(xué)習(xí)結(jié)果。但已有研究多數(shù)是對(duì)單一認(rèn)知負(fù)荷或總體認(rèn)知負(fù)荷的控制,較少考察同時(shí)對(duì)外在、內(nèi)在和相關(guān)三種認(rèn)知負(fù)荷的系統(tǒng)控制:對(duì)三種認(rèn)知負(fù)荷的測(cè)量方法也存在爭議;并且現(xiàn)有研究也很少考慮學(xué)習(xí)材料本身的特征和學(xué)習(xí)者個(gè)體差異對(duì)認(rèn)知負(fù)荷的影響。因此,本研究以認(rèn)知負(fù)荷理論和多媒體學(xué)習(xí)的認(rèn)知理論為理論基礎(chǔ),在已有研究成果基礎(chǔ)上,探討優(yōu)化控制外在、內(nèi)在和相關(guān)三種認(rèn)知負(fù)荷的教學(xué)設(shè)計(jì)方法,以及學(xué)習(xí)材料和個(gè)體差異在其中所起的調(diào)節(jié)作用,并根據(jù)已有研究成果和本研究的結(jié)果對(duì)認(rèn)知負(fù)荷理論和多媒體學(xué)習(xí)的認(rèn)知理論進(jìn)行整合與發(fā)展,構(gòu)建了多媒體學(xué)習(xí)中認(rèn)知負(fù)荷的產(chǎn)生與結(jié)果模型。 本研究實(shí)證部分由四個(gè)研究的7個(gè)實(shí)驗(yàn)組成。研究一考察學(xué)習(xí)者個(gè)體差異對(duì)認(rèn)知負(fù)荷的影響,通過實(shí)驗(yàn)1探討了不同工作記憶容量的被試在學(xué)習(xí)相同材料時(shí)所產(chǎn)生的認(rèn)知負(fù)荷和學(xué)習(xí)結(jié)果。研究二考察教學(xué)設(shè)計(jì)對(duì)降低多媒體學(xué)習(xí)中外在認(rèn)知負(fù)荷的作用,包括實(shí)驗(yàn)2和實(shí)驗(yàn)3。實(shí)驗(yàn)2考察在難度不同的材料中,對(duì)與聽覺敘述的內(nèi)容相同的文本采用概括呈現(xiàn)和全文呈現(xiàn)對(duì)外在認(rèn)知負(fù)荷和學(xué)習(xí)結(jié)果的不同影響;實(shí)驗(yàn)3考察在邏輯性強(qiáng)弱不同的材料中,屏幕上保留內(nèi)容的多少對(duì)外在認(rèn)知負(fù)荷和學(xué)習(xí)結(jié)果的不同影響。研究三探討教學(xué)設(shè)計(jì)對(duì)減少多媒體學(xué)習(xí)中內(nèi)在認(rèn)知負(fù)荷的作用,包括實(shí)驗(yàn)4和實(shí)驗(yàn)5。實(shí)驗(yàn)4考察對(duì)難度不同的材料,采用分段呈現(xiàn)和連續(xù)呈現(xiàn)對(duì)內(nèi)在認(rèn)知負(fù)荷和學(xué)習(xí)結(jié)果的不同影響;實(shí)驗(yàn)5考察不同形式的先行組織者對(duì)不同難度材料的學(xué)習(xí)產(chǎn)生的內(nèi)在認(rèn)知負(fù)荷和學(xué)習(xí)結(jié)果的影響。研究四考察教學(xué)設(shè)計(jì)對(duì)增加多媒體學(xué)習(xí)中相關(guān)認(rèn)知負(fù)荷的影響,包括實(shí)驗(yàn)6和實(shí)驗(yàn)7。實(shí)驗(yàn)6考察有無教學(xué)解釋在抽象程度高低不同的材料學(xué)習(xí)中對(duì)被試的相關(guān)認(rèn)知負(fù)荷和學(xué)習(xí)結(jié)果的影響;實(shí)驗(yàn)7考察不同形式的自我解釋提示在不同難度的材料學(xué)習(xí)中產(chǎn)生的相關(guān)認(rèn)知負(fù)荷和學(xué)習(xí)結(jié)果的差異。 根據(jù)上述四個(gè)研究的7個(gè)實(shí)驗(yàn)結(jié)果,本研究得出如下結(jié)論: (1)在學(xué)習(xí)相同的以言語加工為主的多媒體材料時(shí),在內(nèi)、外在認(rèn)知負(fù)荷相同的條件下,詞語工作記憶容量大的被試比容量小的被試相關(guān)認(rèn)知負(fù)荷更高,但客體工作記憶容量的大小對(duì)相同材料的認(rèn)知負(fù)荷則沒有顯著影響。 (2)雙重任務(wù)中視覺二級(jí)任務(wù)的反應(yīng)時(shí)對(duì)視覺通道中材料所產(chǎn)生的外在認(rèn)知負(fù)荷敏感;材料難度評(píng)價(jià)對(duì)內(nèi)在認(rèn)知負(fù)荷的測(cè)量有效;心理努力評(píng)價(jià)可以標(biāo)示相關(guān)認(rèn)知負(fù)荷的大小。 (3)在較困難的材料學(xué)習(xí)中,視覺呈現(xiàn)圖表的同時(shí),聽覺敘述內(nèi)容的概括性文本呈現(xiàn)比全文呈現(xiàn)產(chǎn)生的外在認(rèn)知負(fù)荷更低,遷移成績更好。但在較容易的材料學(xué)習(xí)中,文本呈現(xiàn)的多少?zèng)]有導(dǎo)致認(rèn)知負(fù)荷和測(cè)試成績的顯著差異。 (4)在學(xué)習(xí)邏輯性強(qiáng)的材料時(shí),屏幕上保留之前較早時(shí)候?qū)W習(xí)的內(nèi)容會(huì)導(dǎo)致外在認(rèn)知負(fù)荷的增加,但會(huì)促進(jìn)遷移成績的提高。而在邏輯性弱的材料中,內(nèi)容保留與否都沒有導(dǎo)致認(rèn)知負(fù)荷和學(xué)習(xí)結(jié)果的差異,說明外在認(rèn)知負(fù)荷與學(xué)習(xí)結(jié)果之間的關(guān)系受材料特征的影響。 (5)如果學(xué)習(xí)材料對(duì)學(xué)習(xí)者來說相對(duì)較困難,把材料分成小段呈現(xiàn),比連續(xù)呈現(xiàn)產(chǎn)生的內(nèi)在認(rèn)知負(fù)荷更低,學(xué)習(xí)效果也更好。但如果學(xué)習(xí)材料較容易,則分段呈現(xiàn)的優(yōu)勢(shì)就不明顯了。 (6)當(dāng)學(xué)習(xí)者先前知識(shí)較低、學(xué)習(xí)材料較困難時(shí),提供先行組織者有利于降低要學(xué)習(xí)材料的內(nèi)在認(rèn)知負(fù)荷,提高其遷移測(cè)試成績。同時(shí),先行組織者的形式對(duì)認(rèn)知負(fù)荷也有一定影響。同樣,在較容易的材料中先行組織者也沒有明顯的積極作用。 (7)在抽象程度高、先前知識(shí)較缺乏的材料學(xué)習(xí)中,提供教學(xué)解釋可以增加相關(guān)認(rèn)知負(fù)荷,在學(xué)習(xí)次數(shù)更少的情況下,記憶和遷移成績都更好。在抽象程度低、先前知識(shí)水平更高的材料學(xué)習(xí)中,教學(xué)解釋沒有增加被試的相關(guān)認(rèn)知負(fù)荷,但對(duì)遷移成績有積極影響。 (8)在難度較大的材料學(xué)習(xí)中,提示自我解釋降低了內(nèi)在認(rèn)知負(fù)荷,提高了遷移測(cè)試成績;在難度較小的材料學(xué)習(xí)中,提示自我解釋增加了被試的相關(guān)認(rèn)知負(fù)荷,提高了遷移測(cè)試成績。但問題型與問題反饋型自我解釋兩組之間的認(rèn)知負(fù)荷和學(xué)習(xí)結(jié)果都沒有顯著差異。 (9)在通過多媒體教學(xué)設(shè)計(jì)控制認(rèn)知負(fù)荷的過程中,學(xué)習(xí)材料和學(xué)習(xí)者個(gè)體差異在其中起著重要的調(diào)節(jié)作用,因此,多媒體學(xué)習(xí)中認(rèn)知負(fù)荷是由教學(xué)設(shè)計(jì)、材料和學(xué)習(xí)者三者共同作用的結(jié)果。 (10)本研究構(gòu)建的多媒體學(xué)習(xí)的產(chǎn)生與結(jié)果模型認(rèn)為,在多媒體學(xué)習(xí)中,多媒體呈現(xiàn)、學(xué)習(xí)材料和學(xué)習(xí)者及其相互作用是影響認(rèn)知負(fù)荷的重要因素,而認(rèn)知負(fù)荷則主要從學(xué)習(xí)者的生理、主觀評(píng)價(jià)、學(xué)習(xí)行為和學(xué)習(xí)結(jié)果等方面體現(xiàn)出來。 本研究的創(chuàng)新之處在于:通過系列實(shí)驗(yàn)研究,探討了更多多媒體學(xué)習(xí)中控制認(rèn)知負(fù)荷的教學(xué)設(shè)計(jì)方法,驗(yàn)證了分別測(cè)量三類認(rèn)知負(fù)荷的科學(xué)方法,初步揭示了更多材料特征和學(xué)習(xí)者個(gè)體差異在教學(xué)設(shè)計(jì)和認(rèn)知負(fù)荷及學(xué)習(xí)結(jié)果之間所起的調(diào)節(jié)作用,提出了多媒體學(xué)習(xí)中認(rèn)知負(fù)荷的產(chǎn)生與結(jié)果模型,拓展了認(rèn)知負(fù)荷理論和多媒體學(xué)習(xí)的認(rèn)知理論,為多媒體學(xué)習(xí)軟件的開發(fā)提供了理論支持和實(shí)踐方法。通過更多類型的學(xué)習(xí)材料,更多的科學(xué)測(cè)量方法,以及更生態(tài)化的研究設(shè)計(jì)來拓展在多媒體學(xué)習(xí)領(lǐng)域內(nèi)對(duì)認(rèn)知負(fù)荷的優(yōu)化控制,是本研究后繼研究的方向。
[Abstract]:Cognitive load theory and cognitive theory of multimedia learning are the two important theoretical bases for guiding the design of multimedia learning materials and the development of software. The cognitive load theory thinks that the individual takes the cognitive resources provided by the working memory capacity in the process of task completion, which leads to the external, internal and related three types of cognitive load, thus learning to learn. The cognitive theory of learning and task has an impact. The cognitive theory of multimedia learning believes that the individual uses two channels of visual and hearing in multimedia learning to process information selectively and actively. The information representation of the two channels is different and their cognitive resources are independent. The rational use of two channels can make the learners get the most. A good study result.
Under the guidance of these two theories, the research has explored how to control cognitive load through instructional design in multimedia learning to obtain the best learning results. However, most of the research has been on the control of single cognitive load or overall cognitive load, and the systematic control of three kinds of cognitive loads at the same time at the same time, internal and related: The measurement methods for three kinds of cognitive load are also disputed; and the existing research also seldom considers the characteristics of the learning material itself and the influence of individual differences on the cognitive load. Therefore, this study is based on the cognitive load theory and the cognitive theory of multimedia learning, and on the basis of the existing research results, the optimization control is discussed. The internal and relevant three cognitive load teaching design methods, as well as the regulating role of learning materials and individual differences, and the integration and development of cognitive load theory and the cognitive theory of multimedia learning based on the existing research results and the results of this study, have constructed the generation of cognitive load in multimedia learning and the production of cognitive load in multimedia learning. Result model.
The empirical part of this study is composed of 7 experiments in four studies. First, the study examines the effects of individual differences on cognitive load. Through experiment 1, the cognitive load and learning results of subjects with different working memory capacity are explored in the learning of the same materials. Study two studies teaching design to reduce multimedia learning at home and abroad. The effect of knowledge load, including experiments 2 and experiment 3., 2 of the different materials with different difficulties, uses a general presentation and a full text to show the difference between the cognitive load and the learning results of the text that is the same as the content of the auditory narrative; and the experiment 3 examines how much the content is retained on the screen in the material with different logic strengths. In the different effects of cognitive load and learning results. Study three explored the role of instructional design in reducing the intrinsic cognitive load in multimedia learning, including Experiment 4 and experiment 5. Experiment 4 to investigate the different effects of different materials on the internal cognitive load and the learning results by subsection presentation and continuous presentation; Experiment 5 examined different forms. Study four study the influence of instructional design on the cognitive load of increasing multimedia learning, including experiment 6 and experiment 7. Experiment 6. The effects of cognitive load and learning results were related; Experiment 7 examined the differences in cognitive load and learning outcomes associated with different forms of self explanatory hints in different difficult material learning.
Based on the 7 experimental results of the four studies, the following conclusions are drawn:
(1) under the same condition of learning the same multimedia material as speech processing, under the same external cognitive load conditions, the subjects with large capacity of word working memory have higher cognitive load than those with small capacity, but the size of working memory of the object has no significant influence on the cognitive load of the same material.
(2) the response of the visual two task in the dual task is sensitive to the external cognitive load produced by the material in the visual channel, and the evaluation of the material difficulty is effective for the measurement of the intrinsic cognitive load, and the psychological effort evaluation can indicate the size of the related cognitive load.
(3) in the more difficult material learning, the visual presentation of the graph shows that the general text of the auditory narrative is lower than the full text presentation, and the transfer performance is better. However, in the easier material learning, the number of text presentation does not lead to the significant difference between the recognition load and the test results.
(4) in learning logically strong materials, the retention of the content of learning earlier on the screen leads to an increase in external cognitive load, but increases the performance of the migration. In a logically weak material, the retention of content does not lead to the difference between cognitive load and learning result, indicating the external cognitive load and the learning results. The relationship between the materials is influenced by the characteristics of the material.
(5) if the learning material is relatively difficult for the learners, the material is divided into small segments, and the internal cognitive load is lower than the continuous presentation, and the learning effect is better. However, if the learning material is easier, the advantage of subsection presentation is not obvious.
(6) when the learners' prior knowledge is low and the learning materials are difficult, it is beneficial to provide the pre organizer to reduce the intrinsic cognitive load of learning materials and to improve the performance of their migration test. At the same time, the form of the pre organizer has a certain influence on the cognitive load. Use.
(7) in material learning with high abstraction and lack of prior knowledge, the provision of teaching interpretation can increase the cognitive load, and the memory and migration results are better in less learning times. In material learning with lower abstraction and higher prior knowledge, teaching interpretation does not increase the related cognitive load of the subjects, but they are moved to the subject. The shift has a positive impact.
(8) in the difficult material learning, it suggests that self interpretation reduces the intrinsic cognitive load and improves the performance of the migration test. In the less difficult material learning, the self explanation increases the related cognitive load of the subjects and improves the performance of the migration test. However, the cognitive load between the two groups of problem type and the problem feedback self explanation is between the problem type and the problem feedback self explanation. There is no significant difference between the results of the study and the results of the study.
(9) in the process of controlling cognitive load through multimedia instructional design, the individual differences between learning materials and learners play an important role in regulating the cognitive load. Therefore, the cognitive load in multimedia learning is the result of the interaction of the teaching design, the material and the three learners.
(10) the production and result model of multimedia learning constructed in this study believes that in multimedia learning, multimedia presentation, learning materials and learners and their interaction are important factors affecting cognitive load, while cognitive load is mainly reflected from the learners' physiology, subjective evaluation, learning behavior and learning results.
The innovation of this study is: through a series of experimental studies, we explored the teaching design method of controlling cognitive load in more multimedia learning, verified the scientific methods of measuring three types of cognitive load respectively, and initially revealed that more material characteristics and learners' individual differences were between teaching design and cognitive load and learning results. The model of cognitive load generation and result in multimedia learning is proposed, the cognitive load theory and the cognitive theory of multimedia learning are expanded, and the theoretical support and practice are provided for the development of multimedia learning software. More types of learning materials, more scientific methods, and more ecological research are used. It is the direction of this research to expand the design to optimize the control of cognitive load in the multimedia learning field.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G434

【引證文獻(xiàn)】

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