本文選題：線索 + 經(jīng)驗(yàn)　； 參考：《華中師范大學(xué)》2014年碩士論文

【摘要】：動畫學(xué)習(xí)過程中,線索對學(xué)習(xí)效果和學(xué)習(xí)過程中的注意分配的影響是一個重要的問題。本研究結(jié)合后測問卷和眼動技術(shù)分別探討線索、學(xué)習(xí)者的先前知識經(jīng)驗(yàn)、動畫播放的速度和文字的精簡性對動畫學(xué)習(xí)效果和注意分配的影響。 研究一采用2線索(無線索,有線索)×2經(jīng)驗(yàn)(低經(jīng)驗(yàn),高經(jīng)驗(yàn))的兩因素組間設(shè)計(jì),探討線索和經(jīng)驗(yàn)對動畫學(xué)習(xí)效果和注意分配模式的影響。結(jié)果顯示：無線索組的保持測驗(yàn)好于有線索組,無線索組和有線索組的遷移測驗(yàn)成績差異不顯著；高經(jīng)驗(yàn)者比低經(jīng)驗(yàn)者對學(xué)習(xí)的感知難度更低,學(xué)習(xí)效果更好；高經(jīng)驗(yàn)者對文字興趣區(qū)的注視時間低于對圖片興趣區(qū)的注視時間。 研究二中采用2線索(無線索,有線索)×2速度(快速,慢速)的兩因素組間設(shè)計(jì),探討線索和動畫播放速度對學(xué)習(xí)效果和學(xué)習(xí)過程中的注意分配的影響。結(jié)果顯示：無線索組的保持測驗(yàn)成績好于有線索組,遷移測驗(yàn)成績差異不顯著；快速組和慢速組的保持測驗(yàn)和遷移測驗(yàn)成績差異不顯著；有線索組的注視點(diǎn)更少,平均注視時間更長；慢速組的平均注視時間更長,加權(quán)注視點(diǎn)個數(shù)更少。 研究三中,采用2線索(無線索,有線索)×2文字精簡性(文字精簡,文字冗余)的兩因素組間設(shè)計(jì),探討線索和文字精簡性對學(xué)習(xí)效果和注意分配模式的影響。結(jié)果顯示：在保持測驗(yàn)和遷移測驗(yàn)成績上,無線索組和有線索組的差異不顯著；文字精簡組和文字冗余組的差異不顯著；無線索組的注視頻率和注視點(diǎn)個數(shù)大于有線索組；文字精簡組在注視點(diǎn)個數(shù)、注視頻率、掃描路徑長度和眼跳進(jìn)入興趣區(qū)的次數(shù)上都少于文字冗余組。 通過以上三個研究,得出以下幾點(diǎn)結(jié)論：(1)動畫中加入線索,并不能提高學(xué)習(xí)者的遷移測驗(yàn)和保持測驗(yàn)成績；(2)雖然在動畫中加入線索不能提高學(xué)習(xí)成績,但是線索還是可以吸引學(xué)習(xí)者注意關(guān)鍵信息,只是動畫的動態(tài)特性削弱了線索的有效性；(3)經(jīng)驗(yàn)水平影響學(xué)習(xí)者的注意加工模式：高經(jīng)驗(yàn)者對圖片區(qū)的注視增加,對文字區(qū)的注視減少；(4)經(jīng)驗(yàn)?zāi)孓D(zhuǎn)效應(yīng)：線索可以引導(dǎo)低經(jīng)驗(yàn)者的注意,但是對高經(jīng)驗(yàn)者沒有促進(jìn)作用,出現(xiàn)了經(jīng)驗(yàn)?zāi)孓D(zhuǎn)效應(yīng)；(5)文字精簡性：文字的精簡性雖然沒有影響學(xué)習(xí)成績,但是影響了學(xué)習(xí)者的眼動注視模式。文字精簡的條件下,線索更為有效。
[Abstract]:In the process of animation learning, the influence of clues on learning effect and attention allocation is an important problem. Combined with posttest questionnaire and eye movement technique, this study explored the effects of clues, learners' previous knowledge and experience, speed of animation playback and text simplification on animation learning and attention allocation. In the first study, we used 2 cues (without cues, cues) 脳 2 experiences (low experience, high experience) to design between two factors, and discussed the influence of cues and experiences on animation learning effect and attention distribution mode. The results showed that the retention test in the cue-free group was better than that in the cue-free group, and there was no significant difference in the scores of the transfer test between the cue-free group and the cue-free group, and the perceived difficulty and learning effect of the high-experienced group were lower than that of the low-experienced group. The fixation time of the high-experienced people on the text interest area was lower than that on the picture interest area. In the second study, two cues (without cues, cues) 脳 2 speed (fast, slow) were used to design between two factors, and the effects of clue and animation playing speed on learning effect and attention allocation in learning process were discussed. The results showed that the retention test scores in the cue-free group were better than those in the cue-free group, and there was no significant difference in the scores of the transfer test, the retention test and the transfer test in the fast group and the slow group, and the fixation points in the cue-free group were even less. The average fixation time was longer and the number of weighted fixation points was less in the slow group. In the third study, two cues (no cues, cues) 脳 2 text simplification (text simplification, text redundancy) were used to study the effects of cues and text simplification on learning effect and attention distribution model. The results showed that there was no significant difference between cue-free group and cue-free group in retention test and transfer test, there was no significant difference between cue-free group and redundant group, fixation frequency and number of fixation points in cue-free group were higher than that in cue-free group. The number of fixation points, the frequency of fixation, the length of scanning path and the frequency of jumping into the region of interest in the reduced text group were less than those in the redundant text group. Through the above three studies, the following conclusions are drawn: (1) adding clues to animation can not improve learners' achievement in transfer test and retention test; (2) although adding clues to animation can not improve learning achievement, However, cues can still attract learners' attention to key information, except that the dynamic characteristics of animation weaken the validity of clues. (3) experience level affects learners' attention processing mode: the attention of highly experienced people to the image area increases. (4) the effect of empirical reversal: cues can lead the attention of the less experienced people, but it has no promoting effect on the highly experienced people, and there is an empirical reversal effect. (5) text simplification: although text simplification has no effect on learning achievement, it affects learners' eye movement and fixation pattern. Under the condition of concise text, clues are more effective.
【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】：2014
【分類號】：B842

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相關(guān)期刊論文 前2條

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2 王福興;段朝輝;周宗奎;;線索在多媒體學(xué)習(xí)中的作用[J];心理科學(xué)進(jìn)展;2013年08期

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本文編號：2093327