【摘要】：如今隨著信息技術(shù)的飛速發(fā)展,多媒體在教學(xué)當(dāng)中的應(yīng)用越來(lái)越廣泛和普及,那么如何設(shè)計(jì)有效的多媒體呈現(xiàn)使其對(duì)學(xué)生的學(xué)習(xí)達(dá)到最佳的效果呢?美國(guó)理查德.E.邁耶對(duì)多媒體學(xué)習(xí)進(jìn)行了系統(tǒng)的研究,提出了多媒體學(xué)習(xí)認(rèn)知理論。本文主要基于邁耶多媒體冗余原則,重點(diǎn)探討了屏幕文本不同精簡(jiǎn)程度、不同表達(dá)形式以及不同呈現(xiàn)位置對(duì)于多媒體學(xué)習(xí)效果的影響。 本文以邁耶的《閃電形成》作為實(shí)驗(yàn)材料,以某中學(xué)的學(xué)生作為實(shí)驗(yàn)被試,設(shè)計(jì)了兩個(gè)實(shí)驗(yàn)。實(shí)驗(yàn)一采用單因素四水平被試問(wèn)實(shí)驗(yàn)設(shè)計(jì),自變量為四種不同精簡(jiǎn)程度的屏幕文本,分別為無(wú)文本、關(guān)鍵字文本、總結(jié)性文本以及全文本,因變量為保持成績(jī)和遷移成績(jī)。實(shí)驗(yàn)的目的是考察被試對(duì)于四種不同精簡(jiǎn)程度的屏幕文本的偏好,以及這四種不同精簡(jiǎn)程度屏幕文本的學(xué)習(xí)效果。 實(shí)驗(yàn)二采用精簡(jiǎn)程度2(總結(jié)性文本、全文本)×表達(dá)形式2(表達(dá)一致、表達(dá)相似)×呈現(xiàn)位置2(分離式呈現(xiàn)、組合式呈現(xiàn))被試問(wèn)實(shí)驗(yàn)設(shè)計(jì)。自變量為八種不同的屏幕文本呈現(xiàn)方式,因變量都為保持測(cè)驗(yàn)成績(jī)、遷移測(cè)驗(yàn)成績(jī)以及難度分?jǐn)?shù)。實(shí)驗(yàn)二的目的是考察在特定的屏幕文本精簡(jiǎn)程度下,屏幕文本的不同表達(dá)形式以及屏幕文本的不同呈現(xiàn)位置對(duì)于多媒體學(xué)習(xí)效果的影響,即如何進(jìn)一步改進(jìn)屏幕文本的學(xué)習(xí)效果,并通過(guò)主觀(guān)難度測(cè)驗(yàn)問(wèn)卷考察學(xué)習(xí)者在學(xué)習(xí)過(guò)程中感知到的認(rèn)知負(fù)荷。 通過(guò)實(shí)驗(yàn)得出： 1)與無(wú)文本和關(guān)鍵字文本相比,總結(jié)性文本和全文本學(xué)習(xí)效果并不理想,但是卻是學(xué)習(xí)者所偏好的屏幕文本呈現(xiàn)方式。 2)對(duì)于總結(jié)性文本來(lái)講,相似的屏幕文本顯著地好于一致的屏幕文本；而對(duì)于全文本來(lái)講,兩者之間沒(méi)有顯著性差異。 3)不論是總結(jié)性文本還是全文本,組合式呈現(xiàn)的學(xué)習(xí)效果都顯著地好于分離式呈現(xiàn)的學(xué)習(xí)效果。 4)不論是總結(jié)性文本還是全文本,改變屏幕文本的表達(dá)形式都增加了學(xué)習(xí)者的認(rèn)知負(fù)荷,并且學(xué)習(xí)者認(rèn)為分離式呈現(xiàn)比組合式呈現(xiàn)學(xué)習(xí)難度更大。
[Abstract]:With the rapid development of information technology, multimedia is more and more widely used in teaching, so how to design effective multimedia presentation to achieve the best results for students? Richard E. Meyer made a systematic study of multimedia learning and put forward the cognitive theory of multimedia learning. Based on Meyer's principle of multimedia redundancy, this paper mainly discusses the influence of different reduction degree, different expression form and different presentation position of screen text on multimedia learning effect. In this paper, Meyer's "Lightning formation" is used as the experimental material, and the students in a middle school are taken as the subjects to design two experiments. Experiment one is designed with single factor and four levels. The independent variable is four kinds of screen text with different degree of simplification, namely, no text, keyword text, summation text and full text. The dependent variable is to maintain the score and transfer result. The purpose of the experiment is to investigate the preference of four kinds of screen texts with different degree of simplification and their learning effects. In experiment 2, the reduced degree 2 (summative text, full text) 脳 expression form 2 (consistent expression, similar expression) 脳 presentation position 2 (split presentation, combined presentation) were tested. Independent variables are presented in eight different screen text forms, and dependent variables are retention test scores, transfer test scores and difficulty scores. The purpose of experiment two is to investigate the influence of different expression forms of screen text and different presentation position of screen text on multimedia learning effect under the specific screen text simplification degree. That is, how to further improve the learning effect of screen text, and through the subjective difficulty test questionnaire to investigate the cognitive load perceived by learners in the process of learning. The experimental results show that: 1) compared with non-text and keyword text, the learning effect of summative text and full text is not ideal. But it is the way learners prefer screen text presentation. 2) for summative text, the similar screen text is significantly better than the consistent screen text; for the full text, There was no significant difference between the two. 3) the learning effect of composite presentation was significantly better than that of separate presentation. 4) whether it was summative text or full text, the learning effect of composite presentation was significantly better than that of separate presentation. Changing the expression of screen text increases learners' cognitive burden and learners think that it is more difficult to learn by separating presentation than by combining presentation.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B842.3

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