图文呈现方式和类型对学习效果的影响

发布时间：2018-06-18 16:05

本文选题：图文顺序 + 图文类型　；参考：《南京师范大学》2017年硕士论文

【摘要】：本研究设计了三项研究共四个实验,探讨不同的图文呈现方式和类型对学生学习效果的影响。第一个研究探讨图文顺序和图片复杂程度对学习效果的影响;第二个研究探讨不同的图片呈现方式对学习效果的影响;第三个研究探讨图文顺序及具体程度对学习效果的影响。研究一探讨图文顺序和图片复杂程度对学习效果的影响,从徐州市某初中抽取265名初三学生作为被试。实验采用2 (图文顺序:图-文、文-图)X2 (图片的复杂程度:简单、复杂)的两因素被试间设计。结果发现,图文顺序和图片的复杂程度在总成绩、理解成绩和迁移成绩上的主效应都不显著;图文顺序和图片复杂程度在3个成绩上的交互作用均显著,简单图片在图-文顺序上学习成绩更好,复杂图片在文-图顺序上学习效果更好。实验表明,先呈现相对简单的图片或文本更有利于学习者的学习。研究二在研究一的基础上探讨图片的呈现方式对学习效果的影响,包括实验一和实验二。实验一采用的是单因素2水平的被试间设计,探讨在图-文顺序呈现下,图片呈现方式对简单图片学习效果的影响,从徐州市某初中抽取67名初三学生作为被试。自变量为图片呈现方式,分为动画呈现和静态图片呈现两个水平。结果表明,动画呈现和静态图片呈现在总成绩、理解成绩和迁移成绩上差异均不显著。实验结果说明了动画不能提高学习者对简单图片的学习效果。实验二同样采用单因素2水平的被试间设计,探讨在文-图顺序呈现下,图片呈现方式对复杂图片学习效果的影响,从徐州市某初中抽取67名初三学生作为被试。自变量和自变量水平与实验一相同。结果表明,学习者对动画的学习效果明显好于对静态图片的学习效果。动画呈现和静态图片呈现在迁移成绩上差异显著,在理解成绩上差异不显著。实验结果说明了动画呈现能够促进学习者对复杂图片的学习,尤其有利于促进学习者对知识的迁移。研究三探讨图文顺序及具体程度对学习效果的影响,从徐州市某初中抽取265名初三学生作为被试。采用2 (图文顺序:图-文、文-图)×2 (图片的具体程度:具体、抽象)X2 (文本的具体程度:具体、抽象)三因素被试间设计。结果发现,图文顺序、图片的具体程度和文本的具体程度在测验成绩上的主效应都不显著。图文顺序、文本具体程度、图片具体程度两两之间交互作用显著;图文顺序、图片具体程度和文本具体程度三者交互作用显著。实验表明,先呈现相对具体的图片或文本比先呈现相对抽象的图片或文本更有利于促进学习者对知识的理解和迁移。
[Abstract]:In this study, four experiments were designed to explore the effects of different presentation patterns and types on students' learning. The first study explored the influence of picture order and picture complexity on learning effect; the second study explored the influence of different picture presentation on learning effect; the third study explored the influence of picture order and specific degree on learning effect. In the first study, 265 junior high school students were selected from a middle school in Xuzhou to study the effects of picture and text order and picture complexity. The experiment was designed with two factors (graph-text order: graph-text, text-map) X2 (picture complexity: simple, complex). The results showed that the main effects of picture order and picture complexity on total score, comprehension score and transfer score were not significant, and the interaction between picture order and picture complexity was significant in the three grades. Simple pictures are better in graph-text order, and complex pictures are better in text-graph order. The experiment shows that it is better for learners to present relatively simple pictures or texts first. On the basis of study 1, study 2 discusses the effect of picture presentation on learning effect, including experiment 1 and experiment 2. In experiment 1, a single factor 2 level design was used to explore the effect of picture presentation on the learning effect of simple pictures. 67 junior high school students were selected from a junior high school in Xuzhou as subjects. The independent variable is the picture rendering mode, which is divided into animation rendering and static picture rendering. The results showed that there were no significant differences between animation presentation and static picture presentation in total score, comprehension score and transfer score. The experimental results show that animation can not improve the learning effect of simple pictures. Experiment two also adopted the single factor 2 level design between the subjects to explore the effect of picture presentation on the learning effect of complex pictures under the presentation of text-graph sequence. 67 junior high school students were selected from a middle school in Xuzhou as subjects. The level of independent variables and independent variables is the same as that of experiment I. The results show that the learning effect of animation is better than that of static picture. There are significant differences between animation presentation and static picture presentation in transfer performance, but no significant difference in understanding achievement. The experimental results show that animation presentation can promote learners' learning of complex images, especially the transfer of knowledge. In the third study, 265 junior high school students were selected from a middle school in Xuzhou as subjects. Two (graphic order: graph-text, text-graph) 脳 2 (specific degree of picture: concrete, abstract X2 (specific degree of text: concrete, abstract) three factors were designed among the subjects. The results showed that the order of pictures and text, the specific degree of pictures and the specific degree of text had no significant effect on the test scores. The sequence of text, the specific degree of text, the concrete degree of picture, and the interaction between two pairs are significant, while the order of picture and text, the specific degree of picture and the specific degree of text have significant interaction. The experimental results show that it is more helpful to promote the learners' understanding and transfer of knowledge than to present a relatively concrete picture or text first than a relatively abstract picture or text.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.0

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