动画情境下多媒体学习的实验研究
摘要
本研究主要探讨动画情境下两种类型的多媒体信息呈现方式与教学材料性质、教学内容设计方式、学习者个体特征和教师教学策略四个因素对学习者学习效果的影响。同时，也以眼动行为分析技术来探讨不同作用条件下学习者观看动画多媒体时的差异，研究学习者眼动行为特征与学习效果之间的关系。通过这两方面研究的开展，解决动画多媒体是在何时何地发生什么样的过程来促使学习者产生良好学习效果这一核心问题。
研究发现学习者动画多媒体学习效果的好坏是受诸多因素综合影响的，这些因素主要表现在四个方面：学习材料不同性质、教学内容设计形式、学习者个体特征和不同教学策略。围绕这些因素，通过系列实验研究发现：（1）学习材料性质和多媒体信息呈现方式两者之间的交互作用不显著，但是不同知识属性学习材料和多媒体信息呈现方式存在显著的主效应。（2）在计算机环境下适合学习者采用的多媒体学习方式是动画+解说形式，它可以比图片+文字形式更容易且清晰地表征学习内容信息。（3）不同教学内容设计方式和动画多媒体信息呈现方式对学习者学习效果之间则存在着交互作用，系统控制组织形式下的动画+解说多媒体形式学习效果最好。（4）不同空间认知能力水平和动画多媒体信息呈现方式对学习者学习效果之间存在着交互作用。（5）低空间认知能力水平的学习者适合采用动画+文字形式学习，而高空间认知能力水平的学习者则适合采用动画+解说形式。（6）动画多媒体信息呈现方式和不同教学策略形式对学习效果影响存在着交互作用，而且在不同的限定条件下有所不同。（7）问题解决式教学策略下的动画+解说多媒体信息呈现方式的学习效果较佳，在学习参与度方面合作讨论式教学策略下的动画+解说方式较佳。
相关眼动行为数据结果也很好地吻合了上述系列实验研究的结论，这直接揭示了学习者在不同多媒体信息呈现方式下的注意力分配过程，揭示了学习者眼动行为特征和学习效果之间的紧密关系，也从视觉心理等更深层次揭示了学习者内部信息加工的特征和认知机制。通过将一般认知行为反应和眼动行为分析相结合的研究模式，能够将传统的多媒体学习研究从研究内容和研究方法两个方面向前推进一大步。
The research mainly focused on the learning effects about two kinds ofmultimedia representation instructional materials, for which the animation with textand animation with spoken words may occur a common role with four factors of theinstructional materials property, the way of instructional design, the learners'individual characteristics and the instructional strategies.
We found that the quality of learner's multimedia animation learning is affectedby many influence factors which are mainly in four areas: the property of thedifferent learning materials, different teaching forms of instructional content design,different learners' individual characteristics and different teaching strategies. In orderto examine the effects of these factors, a series of experimental studies wereconducted. The results from the experiments showed that: Firstly, the interactionbetween material properties and multimedia presentation was not significant, butabout the different knowledge attributes of learning materials and multimediainformation presentation there was a significant main effect; Secondly, in thecomputer environment for learners using the form of multimedia learning by theanimation with spoken words, it can be easier to the form of multimedia learning bypicture and text and clearly characterize the learning content information; Thirdly,there was an interaction between the way of instructional design and the animatedmultimedia information presentation, and the effect of the animation in the form oforganization of system control is better than the multimedia forms of learning withcontrol by oneself; Fourthly, there was an interaction between the different level ofspatial cognitive ability and animation multimedia information presentation aboutthe effect of learning; Fifthly, the learners with low levels of spatial cognitive abilitywere fitted with the form of animation by words, with the high levels of spatialcognitive ability learners are suitable for animation with spoken words form. Sixthly,the interaction of the animation form and the instructional strategies influenced thedifferent learning outcomes in a different qualification. Seventhly, under theproblem-solving instructional strategies animation with spoken words explains themultimedia presentation to learners better, but in the learning participation theanimation with spoken words was better in terms of cooperation to discuss learningstrategies.
The data of eye movements and behaviour patterns are in good agreement withthe conclusions of the above series of experiments, which directly reveals theallocation process of learner's attention in the presentation of multimedia information,which also reveal the learner's eye movement behavior has the close relationshipwith the learning outcomes, which also from a deeper level of visual psychologyreveals the internal information processing and cognitive mechanisms. Thecombining mode of general cognitive behavioral responses and eye movementbehavior analysis takes the traditional multimedia learning research from two areasof research contents and research methods to move forward a big step.
研究发现学习者动画多媒体学习效果的好坏是受诸多因素综合影响的，这些因素主要表现在四个方面：学习材料不同性质、教学内容设计形式、学习者个体特征和不同教学策略。围绕这些因素，通过系列实验研究发现：（1）学习材料性质和多媒体信息呈现方式两者之间的交互作用不显著，但是不同知识属性学习材料和多媒体信息呈现方式存在显著的主效应。（2）在计算机环境下适合学习者采用的多媒体学习方式是动画+解说形式，它可以比图片+文字形式更容易且清晰地表征学习内容信息。（3）不同教学内容设计方式和动画多媒体信息呈现方式对学习者学习效果之间则存在着交互作用，系统控制组织形式下的动画+解说多媒体形式学习效果最好。（4）不同空间认知能力水平和动画多媒体信息呈现方式对学习者学习效果之间存在着交互作用。（5）低空间认知能力水平的学习者适合采用动画+文字形式学习，而高空间认知能力水平的学习者则适合采用动画+解说形式。（6）动画多媒体信息呈现方式和不同教学策略形式对学习效果影响存在着交互作用，而且在不同的限定条件下有所不同。（7）问题解决式教学策略下的动画+解说多媒体信息呈现方式的学习效果较佳，在学习参与度方面合作讨论式教学策略下的动画+解说方式较佳。
相关眼动行为数据结果也很好地吻合了上述系列实验研究的结论，这直接揭示了学习者在不同多媒体信息呈现方式下的注意力分配过程，揭示了学习者眼动行为特征和学习效果之间的紧密关系，也从视觉心理等更深层次揭示了学习者内部信息加工的特征和认知机制。通过将一般认知行为反应和眼动行为分析相结合的研究模式，能够将传统的多媒体学习研究从研究内容和研究方法两个方面向前推进一大步。
The research mainly focused on the learning effects about two kinds ofmultimedia representation instructional materials, for which the animation with textand animation with spoken words may occur a common role with four factors of theinstructional materials property, the way of instructional design, the learners'individual characteristics and the instructional strategies.
We found that the quality of learner's multimedia animation learning is affectedby many influence factors which are mainly in four areas: the property of thedifferent learning materials, different teaching forms of instructional content design,different learners' individual characteristics and different teaching strategies. In orderto examine the effects of these factors, a series of experimental studies wereconducted. The results from the experiments showed that: Firstly, the interactionbetween material properties and multimedia presentation was not significant, butabout the different knowledge attributes of learning materials and multimediainformation presentation there was a significant main effect; Secondly, in thecomputer environment for learners using the form of multimedia learning by theanimation with spoken words, it can be easier to the form of multimedia learning bypicture and text and clearly characterize the learning content information; Thirdly,there was an interaction between the way of instructional design and the animatedmultimedia information presentation, and the effect of the animation in the form oforganization of system control is better than the multimedia forms of learning withcontrol by oneself; Fourthly, there was an interaction between the different level ofspatial cognitive ability and animation multimedia information presentation aboutthe effect of learning; Fifthly, the learners with low levels of spatial cognitive abilitywere fitted with the form of animation by words, with the high levels of spatialcognitive ability learners are suitable for animation with spoken words form. Sixthly,the interaction of the animation form and the instructional strategies influenced thedifferent learning outcomes in a different qualification. Seventhly, under theproblem-solving instructional strategies animation with spoken words explains themultimedia presentation to learners better, but in the learning participation theanimation with spoken words was better in terms of cooperation to discuss learningstrategies.
The data of eye movements and behaviour patterns are in good agreement withthe conclusions of the above series of experiments, which directly reveals theallocation process of learner's attention in the presentation of multimedia information,which also reveal the learner's eye movement behavior has the close relationshipwith the learning outcomes, which also from a deeper level of visual psychologyreveals the internal information processing and cognitive mechanisms. Thecombining mode of general cognitive behavioral responses and eye movementbehavior analysis takes the traditional multimedia learning research from two areasof research contents and research methods to move forward a big step.
引文
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