多媒体学习中认知负荷的优化控制

发布时间：2018-06-09 20:06

本文选题：多媒体学习 + 外在认知负荷　；参考：《西南大学》2009年博士论文

【摘要】： 认知负荷理论和多媒体学习的认知理论是指导多媒体学习材料设计和软件研发的两个重要理论基础,认知负荷理论认为个体在任务完成过程中要耗费由工作记忆容量所提供的认知资源,导致外在、内在和相关三类认知负荷,从而对学习和任务完成结果产生影响。多媒体学习的认知理论认为,个体在多媒体学习中使用视觉和听觉两种通道来同时对信息进行选择性积极加工,两种通道的信息表征方式不同,其认知资源也是独立的,合理利用两个通道能使学习者获得最佳的学习结果。已有研究在这两种理论的指导下探讨了多媒体学习中如何通过教学设计来控制认知负荷,以获得最好的学习结果。但已有研究多数是对单一认知负荷或总体认知负荷的控制,较少考察同时对外在、内在和相关三种认知负荷的系统控制:对三种认知负荷的测量方法也存在争议;并且现有研究也很少考虑学习材料本身的特征和学习者个体差异对认知负荷的影响。因此,本研究以认知负荷理论和多媒体学习的认知理论为理论基础,在已有研究成果基础上,探讨优化控制外在、内在和相关三种认知负荷的教学设计方法,以及学习材料和个体差异在其中所起的调节作用,并根据已有研究成果和本研究的结果对认知负荷理论和多媒体学习的认知理论进行整合与发展,构建了多媒体学习中认知负荷的产生与结果模型。本研究实证部分由四个研究的7个实验组成。研究一考察学习者个体差异对认知负荷的影响,通过实验1探讨了不同工作记忆容量的被试在学习相同材料时所产生的认知负荷和学习结果。研究二考察教学设计对降低多媒体学习中外在认知负荷的作用,包括实验2和实验3。实验2考察在难度不同的材料中,对与听觉叙述的内容相同的文本采用概括呈现和全文呈现对外在认知负荷和学习结果的不同影响;实验3考察在逻辑性强弱不同的材料中,屏幕上保留内容的多少对外在认知负荷和学习结果的不同影响。研究三探讨教学设计对减少多媒体学习中内在认知负荷的作用,包括实验4和实验5。实验4考察对难度不同的材料,采用分段呈现和连续呈现对内在认知负荷和学习结果的不同影响;实验5考察不同形式的先行组织者对不同难度材料的学习产生的内在认知负荷和学习结果的影响。研究四考察教学设计对增加多媒体学习中相关认知负荷的影响,包括实验6和实验7。实验6考察有无教学解释在抽象程度高低不同的材料学习中对被试的相关认知负荷和学习结果的影响;实验7考察不同形式的自我解释提示在不同难度的材料学习中产生的相关认知负荷和学习结果的差异。根据上述四个研究的7个实验结果,本研究得出如下结论: (1)在学习相同的以言语加工为主的多媒体材料时,在内、外在认知负荷相同的条件下,词语工作记忆容量大的被试比容量小的被试相关认知负荷更高,但客体工作记忆容量的大小对相同材料的认知负荷则没有显著影响。 (2)双重任务中视觉二级任务的反应时对视觉通道中材料所产生的外在认知负荷敏感;材料难度评价对内在认知负荷的测量有效;心理努力评价可以标示相关认知负荷的大小。 (3)在较困难的材料学习中,视觉呈现图表的同时,听觉叙述内容的概括性文本呈现比全文呈现产生的外在认知负荷更低,迁移成绩更好。但在较容易的材料学习中,文本呈现的多少没有导致认知负荷和测试成绩的显著差异。 (4)在学习逻辑性强的材料时,屏幕上保留之前较早时候学习的内容会导致外在认知负荷的增加,但会促进迁移成绩的提高。而在逻辑性弱的材料中,内容保留与否都没有导致认知负荷和学习结果的差异,说明外在认知负荷与学习结果之间的关系受材料特征的影响。 (5)如果学习材料对学习者来说相对较困难,把材料分成小段呈现,比连续呈现产生的内在认知负荷更低,学习效果也更好。但如果学习材料较容易,则分段呈现的优势就不明显了。 (6)当学习者先前知识较低、学习材料较困难时,提供先行组织者有利于降低要学习材料的内在认知负荷,提高其迁移测试成绩。同时,先行组织者的形式对认知负荷也有一定影响。同样,在较容易的材料中先行组织者也没有明显的积极作用。 (7)在抽象程度高、先前知识较缺乏的材料学习中,提供教学解释可以增加相关认知负荷,在学习次数更少的情况下,记忆和迁移成绩都更好。在抽象程度低、先前知识水平更高的材料学习中,教学解释没有增加被试的相关认知负荷,但对迁移成绩有积极影响。 (8)在难度较大的材料学习中,提示自我解释降低了内在认知负荷,提高了迁移测试成绩;在难度较小的材料学习中,提示自我解释增加了被试的相关认知负荷,提高了迁移测试成绩。但问题型与问题反馈型自我解释两组之间的认知负荷和学习结果都没有显著差异。 (9)在通过多媒体教学设计控制认知负荷的过程中,学习材料和学习者个体差异在其中起着重要的调节作用,因此,多媒体学习中认知负荷是由教学设计、材料和学习者三者共同作用的结果。 (10)本研究构建的多媒体学习的产生与结果模型认为,在多媒体学习中,多媒体呈现、学习材料和学习者及其相互作用是影响认知负荷的重要因素,而认知负荷则主要从学习者的生理、主观评价、学习行为和学习结果等方面体现出来。本研究的创新之处在于:通过系列实验研究,探讨了更多多媒体学习中控制认知负荷的教学设计方法,验证了分别测量三类认知负荷的科学方法,初步揭示了更多材料特征和学习者个体差异在教学设计和认知负荷及学习结果之间所起的调节作用,提出了多媒体学习中认知负荷的产生与结果模型,拓展了认知负荷理论和多媒体学习的认知理论,为多媒体学习软件的开发提供了理论支持和实践方法。通过更多类型的学习材料,更多的科学测量方法,以及更生态化的研究设计来拓展在多媒体学习领域内对认知负荷的优化控制,是本研究后继研究的方向。
[Abstract]:Cognitive load theory and cognitive theory of multimedia learning are the two important theoretical bases for guiding the design of multimedia learning materials and the development of software. The cognitive load theory thinks that the individual takes the cognitive resources provided by the working memory capacity in the process of task completion, which leads to the external, internal and related three types of cognitive load, thus learning to learn. The cognitive theory of learning and task has an impact. The cognitive theory of multimedia learning believes that the individual uses two channels of visual and hearing in multimedia learning to process information selectively and actively. The information representation of the two channels is different and their cognitive resources are independent. The rational use of two channels can make the learners get the most. A good study result.
Under the guidance of these two theories, the research has explored how to control cognitive load through instructional design in multimedia learning to obtain the best learning results. However, most of the research has been on the control of single cognitive load or overall cognitive load, and the systematic control of three kinds of cognitive loads at the same time at the same time, internal and related: The measurement methods for three kinds of cognitive load are also disputed; and the existing research also seldom considers the characteristics of the learning material itself and the influence of individual differences on the cognitive load. Therefore, this study is based on the cognitive load theory and the cognitive theory of multimedia learning, and on the basis of the existing research results, the optimization control is discussed. The internal and relevant three cognitive load teaching design methods, as well as the regulating role of learning materials and individual differences, and the integration and development of cognitive load theory and the cognitive theory of multimedia learning based on the existing research results and the results of this study, have constructed the generation of cognitive load in multimedia learning and the production of cognitive load in multimedia learning. Result model.
The empirical part of this study is composed of 7 experiments in four studies. First, the study examines the effects of individual differences on cognitive load. Through experiment 1, the cognitive load and learning results of subjects with different working memory capacity are explored in the learning of the same materials. Study two studies teaching design to reduce multimedia learning at home and abroad. The effect of knowledge load, including experiments 2 and experiment 3., 2 of the different materials with different difficulties, uses a general presentation and a full text to show the difference between the cognitive load and the learning results of the text that is the same as the content of the auditory narrative; and the experiment 3 examines how much the content is retained on the screen in the material with different logic strengths. In the different effects of cognitive load and learning results. Study three explored the role of instructional design in reducing the intrinsic cognitive load in multimedia learning, including Experiment 4 and experiment 5. Experiment 4 to investigate the different effects of different materials on the internal cognitive load and the learning results by subsection presentation and continuous presentation; Experiment 5 examined different forms. Study four study the influence of instructional design on the cognitive load of increasing multimedia learning, including experiment 6 and experiment 7. Experiment 6. The effects of cognitive load and learning results were related; Experiment 7 examined the differences in cognitive load and learning outcomes associated with different forms of self explanatory hints in different difficult material learning.
Based on the 7 experimental results of the four studies, the following conclusions are drawn:
(1) under the same condition of learning the same multimedia material as speech processing, under the same external cognitive load conditions, the subjects with large capacity of word working memory have higher cognitive load than those with small capacity, but the size of working memory of the object has no significant influence on the cognitive load of the same material.
(2) the response of the visual two task in the dual task is sensitive to the external cognitive load produced by the material in the visual channel, and the evaluation of the material difficulty is effective for the measurement of the intrinsic cognitive load, and the psychological effort evaluation can indicate the size of the related cognitive load.
(3) in the more difficult material learning, the visual presentation of the graph shows that the general text of the auditory narrative is lower than the full text presentation, and the transfer performance is better. However, in the easier material learning, the number of text presentation does not lead to the significant difference between the recognition load and the test results.
(4) in learning logically strong materials, the retention of the content of learning earlier on the screen leads to an increase in external cognitive load, but increases the performance of the migration. In a logically weak material, the retention of content does not lead to the difference between cognitive load and learning result, indicating the external cognitive load and the learning results. The relationship between the materials is influenced by the characteristics of the material.
(5) if the learning material is relatively difficult for the learners, the material is divided into small segments, and the internal cognitive load is lower than the continuous presentation, and the learning effect is better. However, if the learning material is easier, the advantage of subsection presentation is not obvious.
(6) when the learners' prior knowledge is low and the learning materials are difficult, it is beneficial to provide the pre organizer to reduce the intrinsic cognitive load of learning materials and to improve the performance of their migration test. At the same time, the form of the pre organizer has a certain influence on the cognitive load. Use.
(7) in material learning with high abstraction and lack of prior knowledge, the provision of teaching interpretation can increase the cognitive load, and the memory and migration results are better in less learning times. In material learning with lower abstraction and higher prior knowledge, teaching interpretation does not increase the related cognitive load of the subjects, but they are moved to the subject. The shift has a positive impact.
(8) in the difficult material learning, it suggests that self interpretation reduces the intrinsic cognitive load and improves the performance of the migration test. In the less difficult material learning, the self explanation increases the related cognitive load of the subjects and improves the performance of the migration test. However, the cognitive load between the two groups of problem type and the problem feedback self explanation is between the problem type and the problem feedback self explanation. There is no significant difference between the results of the study and the results of the study.
(9) in the process of controlling cognitive load through multimedia instructional design, the individual differences between learning materials and learners play an important role in regulating the cognitive load. Therefore, the cognitive load in multimedia learning is the result of the interaction of the teaching design, the material and the three learners.
(10) the production and result model of multimedia learning constructed in this study believes that in multimedia learning, multimedia presentation, learning materials and learners and their interaction are important factors affecting cognitive load, while cognitive load is mainly reflected from the learners' physiology, subjective evaluation, learning behavior and learning results.
The innovation of this study is: through a series of experimental studies, we explored the teaching design method of controlling cognitive load in more multimedia learning, verified the scientific methods of measuring three types of cognitive load respectively, and initially revealed that more material characteristics and learners' individual differences were between teaching design and cognitive load and learning results. The model of cognitive load generation and result in multimedia learning is proposed, the cognitive load theory and the cognitive theory of multimedia learning are expanded, and the theoretical support and practice are provided for the development of multimedia learning software. More types of learning materials, more scientific methods, and more ecological research are used. It is the direction of this research to expand the design to optimize the control of cognitive load in the multimedia learning field.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G434

【引证文献】