教学视频中不同类型的线索对学习的影响研究

发布时间：2018-09-03 15:35

【摘要】：大规模开放在线课程的快速发展促进了教学视频的广泛应用,教学视频的相关研究已然成为多媒体学习研究热点。线索会对学习效果产生重要影响,线索原则是多媒体学习理论中的一条重要原则。本研究基于多媒体学习理论,通过在教学视频中加入视觉线索、言语线索和视觉言语组合线索这三种类型的线索,尝试探究教学视频中有无线索是否会对学习产生影响,以及不同类型的线索是否会对学习产生不同的影响。本研究开展了两轮实验,探究线索对教学视频的学习效果、学习者认知负荷、满意度、学习注意力的影响,以此得出教学视频中最佳线索设计形式。实验一是在脑与认知实验室中开展的,结合眼动追踪技术和问卷法。研究教学视频中线索类型对学习产生的影响。该实验以80名本科生为被试,采用被试组间设计,探究无线索视频、视觉线索视频、言语线索视频、视觉言语组合线索视频对学习者学习效果、认知负荷、满意度和注意力的影响。结果发现,有线索组被试的知识保持、知识迁移水平显著高于无线索组被试;视觉线索会显著增加被试的认知负荷;被试满意度不受线索有无、线索类型的影响;线索不会增加被试对教学视频的关注,但是能够优化被试的注意分配,特别是言语线索。实验二将教学视频应用于真实的翻转课堂教学中,以验证教学视频中线索效应的稳健性。该实验在同一门课程的四个不同班级中开展,共有118名本科生参与。四个班级学习者分别观看无线索视频、视觉线索视频、言语线索视频、视觉言语组合线索视频,随后组织学习者参与学习效果测评,填写认知负荷问卷、满意度问卷。结果发现,在真实教学中,学习者知识保持水平不受线索影响,但是知识迁移水平会受之影响,视觉言语组合线索班级学习者的迁移测试结果最好;四个班级学习者的在认知负荷、满意度方面都无显著差异,表明线索类型不会影响学习者认知负荷与满意度。通过以上两个实验,得出几点结论:(1)教学视频中的线索可以优化学习者的注意力分配,特别是言语线索,可以帮助学习者更快速地注意到关键信息,并引导其将更多的注意力分配到关键信息上;(2)含有视觉言语组合线索的教学视频可以提高学习效果,知识迁移水平提高效应尤为显著;(3)教学视频中的视觉线索会增加学习者的认知负荷。本研究从教育技术学和心理学交叉学科视角出发,探究教学视频中重要设计元素之一——线索,通过实验证实了教学视频中线索的有效性,探明线索效应会受到线索类型的影响。本研究结果丰富了教学视频的理论研究,同时,为教学视频设计实践研究提供了有价值的建议。
[Abstract]:The rapid development of large-scale open online courses has promoted the wide application of instructional video, and the related research of instructional video has become a hot topic in multimedia learning. Clue has an important influence on learning effect. Clue principle is an important principle in multimedia learning theory. Based on the theory of multimedia learning, this study attempts to explore whether there are cues in teaching videos, including visual cues, speech cues and visual speech combination cues. And whether different types of clues have different effects on learning. This study carried out two rounds of experiments to explore the effects of cues on the learning effects of instructional videos, learners' cognitive load, satisfaction, and learning attention, so as to obtain the best design form of clues in instructional videos. Experiment one was carried out in brain and cognitive laboratory, combined with eye movement tracking technique and questionnaire. This paper studies the effect of clue type on learning in instructional video. In this experiment, 80 undergraduate students were chosen as subjects. The subjects were designed between groups to explore the learning effect and cognitive burden of learners with cue-free video, visual clue video, speech clue video, visual speech combination clue video, and visual speech combination clue video. The effect of satisfaction and attention. The results showed that the knowledge transfer level of the subjects with cues was significantly higher than that of the subjects without cues, the visual cues significantly increased the cognitive burden of the subjects, the satisfaction of the subjects was not affected by the cues and the types of cues. Cues do not increase participants' attention to instructional videos, but can optimize attention allocation, especially verbal cues. In the second experiment, the teaching video is applied to the real flipping classroom teaching to verify the robustness of the clue effect in the teaching video. The experiment was conducted in four different classes of the same course and was attended by 118 undergraduates. Four classes of learners watched cue-less video visual cue-video speech cue-video visual combination cue-video and then organized learners to participate in the evaluation of learning effects filling out cognitive load questionnaire satisfaction questionnaire. The results show that, in real teaching, learners' knowledge retention level is not affected by clues, but the level of knowledge transfer is affected by it. There was no significant difference in cognitive load and satisfaction between the four classes, indicating that the type of clue did not affect the cognitive load and satisfaction of learners. Based on the above two experiments, several conclusions are drawn: (1) the clues in the instructional video can optimize the learners' attention allocation, especially the verbal cues, which can help the learners to notice the key information more quickly. And guide them to distribute more attention to the key information. (2) the teaching video with visual speech combination clues can improve the learning effect. (3) Visual cues in instructional videos increase learners' cognitive load. From the perspective of educational technology and psychology, this study explores one of the important design elements of instructional video-clue, and proves the validity of the clue in teaching video through experiments. It is found that the cue-effect will be affected by the type of cue-type. The results of this study enrich the theoretical research of instructional video and provide valuable suggestions for the practical research of instructional video design.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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