演示培训模型及其对视频教程设计的启示
Demonstration-Based Training Model and Its Implications for Video Tutorial Design

DOI: 10.12677/AE.2022.125271, PP. 1756-1763

Keywords: 演示培训模型，演示视频，观察学习
Demonstration Training Model, Demonstration Video, Observational Learning

Full-Text   Cite this paper   Add to My Lib

Abstract:

本文详细介绍了演示培训模型中的注意过程、维持过程、再现过程及其动机过程的特点，并在文献综述的基础上，总结归纳了基于演示培训模型的视频教程开发指南。其中，与注意过程相关的因素主要有提示、预览、节奏、学习者控制；与维持过程相关的因素主要包括视频标注、视频分段、视频内容排序、视频暂停、视频内容小结；与再现过程相关的因素主要包括练习和提供练习文件；与动机过程相关的因素主要包括面向应用场景、采用会话式风格和控制视频时长。
This paper introduces the characteristics of attention process, maintenance process, reproduction process and motivation process in the demonstration training model in detail. On the basis of the literature review, the author summarized the video tutorial development guide based on the demonstration training model. Among them, factors related to the attention process mainly include prompting, preview, pace and learner control. Factors related to the maintenance process mainly include video annotation, video segmentation, video content sorting, video pause, and video content summary. Factors related to the reproduction process mainly include practice and provision of practice files. Factors related to the motivation process mainly include the orientation of the application scenario, the use of a conversational style, and the control of the video duration.

References

[1]	班杜拉[美]. 思想和行为的社会基础: 社会认知论[M]. 林颖, 译. 上海: 华东师范大学出版社, 2001.
[2]	Brar, J. and Hans, V.D.M. (2017) Complex Software Training: Harnessing and Optimizing Video Instruction. Computers in Human Behavior, 70, 475-485. https://doi.org/10.1016/j.chb.2017.01.014
[3]	Clarke, T., Ayres, P. and Sweller, J. (2005) The Impact of Sequencing and Prior Knowledge on Learning Mathematics through Spreadsheet Applications. Educational Technology Research and Development, 53, 15-24. https://doi.org/10.1007/BF02504794
[4]	Grossman, R., Salas, E., Pavlas, D. and Rossen, M.A. (2013) Using Instruc-tional Features to Enhance Demonstration-Based Training in Management Education. Academy of Management Learning & Education, 12, 219-243. https://doi.org/10.5465/amle.2011.0527
[5]	Guo, P.J., Kim, J. and Rubin, R. (2014) How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Proceedings of the First ACM Conference on Learning@ Scale Conference, Atlanta, 4-5 March 2014, 41-50.
[6]	Meijer, N.S. (2016) Demonstration Based Training for Presen-tation Design. A Case Study to Design Online Training and Evaluate Its Effects. Master’s Thesis, University of Twente, Enschede. https://essay.utwente.nl/71562/1/Meijer-MA-BMS.pdf
[7]	Rosen, M., Salas, A., Pavlas, E. and Lampton, D. (2010) Demonstration-Based Training: A Review of Instructional Features. Human Factors, 52, 596-609. https://doi.org/10.1177/0018720810381071
[8]	Schwan, S. and Riempp, R. (2004) The Cognitive Benefits of In-teractive Videos: Learning to tie Nautical Knots. Learning and Instruction, 14, 293-305. https://doi.org/10.1016/j.learninstruc.2004.06.005
[9]	van der Meij, H. and Dunkel, P. (2020) Effects of a Review Video and Practice in Video-Based Statistics Training. Computers & Education, 143, Article ID: 103665. https://doi.org/10.1016/j.compedu.2019.103665
[10]	van der Meij, H. and van der Meij, J. (2016) Demonstra-tion-Based Training (DBT) in the Design of a Video Tutorial for Software Training. Instructional Science, 44, 527-542. https://doi.org/10.1007/s11251-016-9394-9
[11]	范福兰, 张屹, 白清玉, 林利. 基于交互式微视频教学资源教学模式的应用效果分析[J]. 现代教育技术, 2012, 22(6): 24-28.
[12]	龚少英, 张盼盼, 上官晨雨. 学习者控制和任务难度对多媒体学习的影响[J]. 心理与行为研究, 2017, 15(3): 335-342.
[13]	贾建荣, 方方, 罗欢. 视觉注意的时间结构和动态神经机制[J]. 生理学报, 2019, 71(1): 1-10.
[14]	江丰光, 王丹, 林群, 曾繁博. 多媒体学习理论视角下英语多媒体学习资源设计框架——基于学龄前儿童英语听说APP的实证研究[J]. 中国电化教育, 2015(12): 12-17+25.
[15]	克拉克, 梅耶. 数字化学习原理与教学应用——面向用户和设计人员的多媒体学习指南[M]. 北京: 中国科学技术出版社, 2021.
[16]	理查德？E. 梅耶, 张恩铭, 盛群力. 数字化学习中运用多媒体(下) [J]. 数字教育, 2019, 5(2): 1-11.
[17]	时佰铸. 视频演示与教师示范的示范效果比较研究[D]: [硕士学位论文]. 南京: 南京师范大学, 2012.
[18]	王觅, 祝智庭, 吕婉丽. 基于ARCS的教学微视频“心动”设计模型建构[[J]. 中国教育信息化, 2015(10): 19-25.
[19]	王燕青, 王福兴, 胡祥恩. 分段能促进学习吗?——多媒体学习中的分段策略[C]//中国心理学会. 第二十二届全国心理学学术会议. 杭州: 中国心理学会, 2019: 469-497.
[20]	吴燕, 隋光远, 曹晓华. 内源性注意和外源性注意的ERP研究[J]. 心理科学进展, 2007, 15(1): 71-77.
[21]	徐春华, 傅钢善. 视频标注工具支持的深度学习研究—以MOOC学习环境为例[J]. 现代教育技术, 2017, 27(3): 13-19.
[22]	杨桃蹊. 外源性和内源性注意对速度变化知觉的影响: 基于时间和空间层面的探索[D]: [硕士学位论文]. 北京: 北京大学, 2014.
[23]	余健. 分层教学法在职业教育计算机基础课程中的应用[J]. 网络安全技术与应用, 2014(11): 164-165.
[24]	郑玉玮, 王亚兰, 崔磊. 眼动追踪技术在多媒体学习中的应用: 2005-2015年相关研究的综述[J]. 电化教育研究, 2016, 37(4): 68-76+91.

Full-Text