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视频学习中内容难度和字幕类型对学习效果的影响：一项眼动研究
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Abstract:
本研究探讨了视频内容难度和字幕类型对学习过程和学习结果的影响。本研究通过操纵两个变量水平，形成了2 (视频难度：简单、困难) × 2 (字幕类型：有或无字幕)的被试间设计。74名大学生被随机分配到四个学习条件中。本研究使用EyeLink 1000 Plus眼动仪记录学习者对内容和字幕兴趣区的注意分配，并且通过保留测试和迁移测试来衡量学习结果。结果表明，视频难度和字幕类型影响了学习者的注意分布，被试在教学视频中表现出明显的字幕偏好。这种注意力分配偏好在学习困难材料时更为明显，提升了保留测试表现，但并不会对迁移测试结果产生影响。
This study explored the impact of instructional videos content difficulty and captioning type on learning processes and outcomes. We conducted an experiment featuring two short instructional videos: one included “difficult” instructional content, the other included only “easy” content. We manipulated the captioning of both videos using full captioning, keyword captioning, or no captioning and used a 2 (video difficulty) ×2 (captioning type) between-subjects study design with four video conditions. A total of 74 university Chinese students were shown a video from one of the four conditions. To measure their attention allocation to the caption area of interest and the content area of interest, the students’ eye movements were recorded using the EyeLink 1000 Plus eye tracker. Retention tests and transfer tests were used to measure their learning outcomes. The results show that video difficulty and captioning type affect learners’ attention distribution, where the participants showed an apparent preference for captioning in instructional videos. What’s more, data revealed that the caption positively increased their retention scores but did not their transfer scores.
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