【摘要】：當前,多媒體教學已經(jīng)成為中學主要的教學方式。國內(nèi)外關于多媒體瀏覽行為的研究成果雖然較多,但是在研究內(nèi)容上對微觀瀏覽行為的研究較少,研究對象類型單一,多以大學生為主,且關注被試外部眼動特征,缺乏對其內(nèi)部認知特點的研究。本研究結(jié)合已有的眼動研究成果,選取基本的能顯著引發(fā)瀏覽行為的圖文結(jié)合界面結(jié)構(gòu)、內(nèi)容呈現(xiàn)路徑以及指示性引導元素作為研究內(nèi)容。選取中國科普博覽網(wǎng)上適合中學生瀏覽的相關內(nèi)容制作實驗材料,設計眼動實驗,利用Tobii T120眼動儀對中學生進行了三個實驗,實驗一探究不同年級中學生在不同多媒體界面結(jié)構(gòu)上瀏覽行為,實驗二探究不同年級中學生在不同內(nèi)容呈現(xiàn)路徑上瀏覽行為,實驗三探究不同年級中學生在不同指示性引導元素上瀏覽行為。研究結(jié)論如下:⑴在四種圖文界面結(jié)構(gòu)上,不同年級的中學生之間和不同的圖文組合界面結(jié)構(gòu)之間均表現(xiàn)出差異,顏色鮮艷的圖片更能夠吸引中學生的注意,特別是帶有少量文字的圖片。⑵在三種內(nèi)容呈現(xiàn)路徑上,不同的內(nèi)容呈現(xiàn)路徑表現(xiàn)出差異。對于順序?qū)浅尸F(xiàn)路徑的三個區(qū)域,中學生的瀏覽行為表現(xiàn)出均衡性,但是順序左拐和右拐呈現(xiàn)路徑上表現(xiàn)出“頭重腳輕”的特點。⑶在五種不同指示性引導元素上,不同的指示性引導元素之間存在差異,年級和指示性引導元素的交互作用在首次進入時間上表現(xiàn)出極其顯著差異。中學生偏好瀏覽下劃線標識區(qū)域和箭頭區(qū)域。最后,根據(jù)研究結(jié)果,筆者對教師和多媒體學習材料開發(fā)者提出了多媒體學習材料設計以及對多媒體教學的建議。
[Abstract]:At present, multimedia teaching has become the main teaching method in middle schools. Although there are many research results on multimedia browsing behavior at home and abroad, there are few researches on microscopic browsing behavior in the research content, the research object type is single, most of them are college students, and they pay more attention to the external eye movement characteristics of the subjects. Lack of research on its internal cognitive characteristics. Based on the existing research results of eye movement, the basic graphic and text binding interface structure, the content presentation path and the indicative guiding elements are selected as the research contents. Three experiments were carried out on the Tobii T120 eye movement instrument by selecting the relevant content suitable for middle school students to browse on the Chinese popular Science Expo, designing eye movement experiments, and making use of the Tobii T120 eye movement instrument. Experiment 1 explores browsing behavior of middle school students in different grades on different multimedia interface structures. Experiment 2 explores browsing behavior in different content presentation paths of middle school students in different grades. Experiment three explores the browsing behavior of middle school students in different grades on different indicative guiding elements. The results are as follows: (1) in the four kinds of graphic and text interface structures, there are differences among middle school students in different grades and among different graphic and text combinations, and colorful pictures can attract the attention of middle school students. In particular, picture .2 with a small amount of text shows different content rendering paths in the three kinds of content rendering paths. For the three regions with diagonal path, the browsing behavior of middle school students showed equilibrium, but the characteristics of "top-heavy" and "top-heavy" were shown in the sequence left and right turn. 3 on five different indicative guiding elements. There are differences among different indicative guiding elements, and the interaction between the grade and the indicative guiding elements shows significant difference in the first entry time. Middle school students prefer to browse the underlined identification area and arrow area. Finally, according to the results of the study, the author puts forward the design of multimedia learning materials for teachers and developers of multimedia learning materials, as well as the suggestions for multimedia teaching.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G434

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