【摘要】：基于動(dòng)態(tài)信息表征的多媒體學(xué)習(xí)正得到日益廣泛的重視和研究，尤其是動(dòng)畫多媒體學(xué)習(xí)的研究開始興起并得到迅速發(fā)展。將多媒體信息呈現(xiàn)方式和學(xué)習(xí)者個(gè)體特征因素結(jié)合起來展開研究，代表著當(dāng)前多媒體學(xué)習(xí)研究的前沿和發(fā)展趨勢(shì)。因此，將動(dòng)畫多媒體信息呈現(xiàn)方式和學(xué)習(xí)者認(rèn)知風(fēng)格研究結(jié)合研究具有重要的理論研究?jī)r(jià)值和現(xiàn)實(shí)指導(dǎo)意義。 以Mayer的多媒體認(rèn)知理論和Kozhevnikov的認(rèn)知風(fēng)格理論為基礎(chǔ)，在學(xué)習(xí)者控制多媒體播放時(shí)間的形式下，檢測(cè)不同認(rèn)知風(fēng)格的學(xué)習(xí)者多媒體呈現(xiàn)方式的對(duì)學(xué)習(xí)成績(jī)的保留、遷移和學(xué)習(xí)成效的影響關(guān)系。以大學(xué)生為研究對(duì)象，通過3X3的二因素準(zhǔn)實(shí)驗(yàn)設(shè)計(jì)來展開研究。其中，實(shí)驗(yàn)的自變量為學(xué)習(xí)者的認(rèn)知風(fēng)格（言語型、空間表象型、客體表象型）和多媒體信息呈現(xiàn)方式（動(dòng)畫+文字、動(dòng)畫+文字+講解、動(dòng)畫+講解），實(shí)驗(yàn)的因變量為學(xué)習(xí)時(shí)間、學(xué)習(xí)成績(jī)和學(xué)習(xí)績(jī)效。研究結(jié)果發(fā)現(xiàn)：首先，，在學(xué)習(xí)成績(jī)方面，多媒體呈現(xiàn)方式與認(rèn)知風(fēng)格對(duì)學(xué)學(xué)習(xí)保留成績(jī)未形成顯著性的差異，多媒體呈現(xiàn)方式的主效應(yīng)產(chǎn)生差異影響。而學(xué)習(xí)者認(rèn)知風(fēng)格與多媒體呈現(xiàn)方式對(duì)學(xué)習(xí)遷移成績(jī)有顯著的交互影響作用，空間表象型和客體表象型兩種學(xué)習(xí)者最優(yōu)多媒體信息呈現(xiàn)方式都為動(dòng)畫+講解形式，言語型的學(xué)習(xí)者最優(yōu)多媒體信息呈現(xiàn)方式為動(dòng)畫+文字+講解形式；其次，在學(xué)習(xí)時(shí)間方面，認(rèn)知風(fēng)格與多媒體呈現(xiàn)方式?jīng)]有顯著的交互作用影響，其中多媒體呈現(xiàn)方式影響對(duì)學(xué)習(xí)時(shí)間有顯著的差異影響，認(rèn)知風(fēng)格的主效應(yīng)不顯著，不同的多媒體信息呈現(xiàn)方式影響學(xué)習(xí)者的學(xué)習(xí)時(shí)間；最后，在學(xué)習(xí)績(jī)效方面，不同的認(rèn)知風(fēng)格與多媒體呈現(xiàn)方式有顯著的交互作用影響，與認(rèn)知風(fēng)格對(duì)應(yīng)的多媒體呈現(xiàn)方式優(yōu)先級(jí)與學(xué)習(xí)遷移成績(jī)一致，但存在內(nèi)在的差異。 動(dòng)畫多媒體信息呈現(xiàn)方式和學(xué)習(xí)者認(rèn)知風(fēng)格研究?jī)H僅是多媒體信息呈現(xiàn)方式與學(xué)習(xí)者個(gè)體特性因素結(jié)合研究領(lǐng)域的一個(gè)方面，還包括諸如學(xué)習(xí)者原有知識(shí)水平、空間認(rèn)知能力等等，動(dòng)畫多媒體信息呈現(xiàn)方式與這些因素的結(jié)合研究還有待于進(jìn)一步展開深入而全面的研究。
[Abstract]:Multimedia learning based on dynamic information representation is being paid more and more attention and research, especially the study of animation multimedia learning is beginning to rise and develop rapidly. The combination of presentation mode of multimedia information and individual characteristics of learners represents the frontier and development trend of multimedia learning research at present. Therefore, combining the presentation of animation multimedia information with learners' cognitive style has important theoretical research value and practical guiding significance. Based on Mayer's multimedia cognitive theory and Kozhevnikov's cognitive style theory, under the control of multimedia playback time by learners, this paper examines the retention of learners' multimedia presentation styles to their academic achievement in different cognitive styles. The relationship between transfer and learning effectiveness. Taking college students as the research object, the research is carried out through the two-factor quasi-experimental design of 3X3. Among them, the independent variables of the experiment are learners' cognitive style (speech pattern, spatial representation type, object representation type) and multimedia information presentation mode (animation text, animation text explanation, animation explanation). The dependent variables of the experiment were learning time, academic achievement and learning performance. The results show that: firstly, in the aspect of academic achievement, there is no significant difference between multimedia presentation style and cognitive style on academic retention performance, and the main effect of multimedia presentation style is different. However, learners' cognitive style and multimedia presentation have significant interactive effects on learning transfer performance. The two optimal presentation modes of multimedia information for learners, spatial representation and object representation, are both animated explanations. The optimal presentation mode of multimedia information for the learners of speech pattern is the form of explanation of animated characters; Secondly, in the aspect of learning time, there is no significant interaction between cognitive style and multimedia presentation style, in which the influence of multimedia presentation style has a significant difference in learning time, and the main effect of cognitive style is not significant. Different presentation modes of multimedia information affect learners' learning time; Finally, in the aspect of learning performance, different cognitive styles have significant interaction with multimedia presentation style, and the priority of multimedia presentation style corresponding to cognitive style is consistent with learning transfer achievement, but there are inherent differences. The study of animation multimedia information presentation style and learners' cognitive style is only one aspect of the research field of the combination of multimedia information presentation style and learners' individual characteristics, and it also includes learners' original knowledge level. Spatial cognitive ability and so on, the combination of the presentation mode of animation multimedia information and these factors needs to be further studied in depth and in an all-round way.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 劉儒德;趙妍;柴松針;徐娟;;多媒體學(xué)習(xí)的認(rèn)知機(jī)制[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2007年05期

2 李丹;曹艷麗;馬微;;多媒體學(xué)習(xí)中冗余效應(yīng)與個(gè)體差異性的實(shí)驗(yàn)研究[J];農(nóng)業(yè)網(wǎng)絡(luò)信息;2010年08期

3 龔德英;劉電芝;張大均;;元認(rèn)知監(jiān)控活動(dòng)對(duì)認(rèn)知負(fù)荷和多媒體學(xué)習(xí)的影響[J];心理科學(xué);2008年04期

4 鮑旭輝;何立國(guó);石梅;游旭群;;客體-空間表象和言語認(rèn)知風(fēng)格模型及其測(cè)量[J];心理科學(xué)進(jìn)展;2012年04期

5 李力紅;車文博;;認(rèn)知風(fēng)格分析測(cè)驗(yàn)(CSA)修訂及大學(xué)生樣本的劃界嘗試[J];心理學(xué)探新;2006年04期

6 丁道群;羅揚(yáng)眉;;認(rèn)知風(fēng)格和信息呈現(xiàn)方式對(duì)學(xué)習(xí)者認(rèn)知負(fù)荷的影響[J];心理學(xué)探新;2009年03期

7 Haido Samaras;張麗;盛群力;;多媒體學(xué)習(xí)研究的演進(jìn)[J];遠(yuǎn)程教育雜志;2006年06期

8 劉儒德,陳琦,David Reid;多媒體互動(dòng)插圖對(duì)科學(xué)說明文學(xué)習(xí)的影響[J];應(yīng)用心理學(xué);2002年02期

9 劉儒德;趙妍;柴松針;徐娟;;多媒體學(xué)習(xí)的影響因素[J];中國(guó)電化教育;2007年10期

本文編號(hào)：2468870