發(fā)布時(shí)間：2018-06-16 03:52

  本文選題：學(xué)習(xí)者控制 + 步調(diào)控制��； 參考：《心理與行為研究》2017年03期

【摘要】：使用兩因素被試間設(shè)計(jì)探索在不同任務(wù)難度條件下單一的學(xué)習(xí)者控制—步調(diào)控制對(duì)120名大學(xué)生多媒體學(xué)習(xí)的影響。結(jié)果發(fā)現(xiàn):(1)在復(fù)雜任務(wù)條件下,學(xué)習(xí)者控制組的再認(rèn)成績(jī)顯著高于程序控制組;學(xué)習(xí)者對(duì)簡(jiǎn)單任務(wù)的主觀(guān)難度感知顯著低于復(fù)雜任務(wù)。(2)在學(xué)習(xí)者控制組,在學(xué)習(xí)復(fù)雜材料時(shí),使用了控制選項(xiàng)的學(xué)習(xí)者其遷移成績(jī)顯著高于沒(méi)有使用的學(xué)習(xí)者;但對(duì)控制的使用與否對(duì)簡(jiǎn)單任務(wù)的學(xué)習(xí)遷移成績(jī)沒(méi)有顯著影響。本研究的結(jié)果表明,學(xué)習(xí)者控制可以促進(jìn)大學(xué)生對(duì)比較復(fù)雜學(xué)習(xí)內(nèi)容的記憶,對(duì)學(xué)習(xí)者控制的實(shí)際使用可以促進(jìn)大學(xué)生對(duì)復(fù)雜內(nèi)容的理解和遷移。學(xué)習(xí)任務(wù)難度在學(xué)習(xí)者控制影響多媒體學(xué)習(xí)效果中起調(diào)節(jié)作用。這一結(jié)論對(duì)多媒體學(xué)習(xí)設(shè)計(jì)具有重要啟示。
[Abstract]:Two factors were designed to explore the effect of single learner control-step control on multimedia learning of 120 college students under different task difficulty. The results showed that the recognition scores of the learner control group were significantly higher than those of the program control group under the condition of complex tasks, and the subjective difficulty perception of the learners with simple tasks was significantly lower than that of the complex tasks. The transfer achievement of the learners who used the control option was significantly higher than that of the non-using learners, but the use of control had no significant effect on the transfer achievement of simple tasks. The results of this study show that learner control can promote college students' memory of more complex learning content, and the actual use of learner control can promote college students' understanding and transfer of complex content. Learning task difficulty plays a regulating role in learner control affecting multimedia learning effect. This conclusion has important implications for multimedia learning design.
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本文編號(hào)：2025171