|
|
手势追踪能否促进多媒体学习？一项元分析研究
|
Abstract:
多媒体学习者需要将文本与图片中的相应元素联系起来，才能取得较好的学习效果。手势追踪就是帮助学习者将文本和图片元素进行有效联结的一种手段。关于手势追踪能否提高多媒体学习效果的问题，仍没有一致的结论。本研究采用元分析方法，研究手势追踪对多媒体学习者学习效果、认知负荷和学习动机的影响。共纳入文献16篇，总样本量1090人，生成了58个效应量。结果显示，手势追踪可以促进保持成绩(g = 0.64)和迁移成绩(g = 0.44)，提高解题速度(g = ？0.42)，降低内在认知负荷(g = ？0.40)和外在认知负荷(g = ？0.40)，但对相关认知负荷(g = 0.14)和学习动机(g = 0.46)没有显著影响。此外，手势追踪对多媒体学习效果的影响在一定程度上受被试性别、年龄，学习材料的知识类型、可视化类型、学习时长，以及问卷类型的调节。
The multimedia learners need to relate the words of the text to the corresponding elements in the image to achieve better learning effect. Tracing is a means of helping multimedia learners to make effective contact with them. Prior studies on the effects of tracing have shown inconsistent findings. In this study, we conducted the meta-analysis to address whether tracing in multimedia learning can influence learning performance, cognitive load and learning motivation. We found 16 articles met the inclusion criteria, 58 effect sizes (1090 participants). The results indicated tracing can im-prove learners’ retention performance (g = 0.64) and transfer performance (g = 0.44), shorten re-sponse time (g = ？0.42), reduce intrinsic cognitive load (g = ？0.40) and extraneous cognitive load (g = ？0.40), but no significant impact on the germane cognitive load (g = 0.14) and learning motivation (g = 0.46). In addition, tracing effect is subject to the gender, age, the knowledge type, the visual type, the learning length, and the questionnaire type.
| [1] | 方俊燕, 张敏强(2020). 元回归中效应量的最小个数需求: 基于统计功效和估计精度. 心理科学进展, 28(4), 673-680. |
| [2] | 邵嵘, 滕召军, 刘衍玲(2019). 暴力视频游戏对个体亲社会性的影响: 一项元分析. 心理科学进展, 27(3), 453-464. |
| [3] | 刘宇, 陈树铨, 樊富珉, 等(2021). 开放式荟萃分析的规范化报告. 中国科学(生命科学), (6), 764-778. |
| [4] | 王福兴, 谢和平, 李卉(2016). 视觉单通道还是视听双通道?——通道效应的元分析. 心理科学进展, 24(3), 335-350. |
| [5] | 周丽, 王福兴, 谢和平, 等(2019). 积极的情绪能否促进多媒体学习?基于元分析的视角. 心理发展与教育, 35(6), 697-709. |
| [6] | *Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S. J., Leahy, W., & Paas, F. (2015). Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad. Educational Psychology Re-view, 27, 427-443.
https://doi.org/10.1007/s10648-015-9315-5 |
| [7] | Alibali, M. W., & Nathan, M. J. (2012). Embodiment in Mathematics Teaching and Learning: Evidence from Learners’ and Teachers’ Gestures. Journal of the Learning Sciences, 21, 247-286. https://doi.org/10.1080/10508406.2011.611446 |
| [8] | Alibali, M. W., Heath, D. C., & Myers, H. J. (2001). Effects of Visibility between Speaker and Listener on Gesture Production: Some Gestures Are Meant to Be Seen. Journal of Memory and Language, 44, 169-188.
https://doi.org/10.1006/jmla.2000.2752 |
| [9] | Astur, R. S., Tropp, J., Sava, S., Constable, R. T., & Markus, E. J. (2004). Sex Differences and Correlations in a Virtual Morris Water Task, a Virtual Radial Arm Maze, and Mental Rotation. Behav-ioural Brain Research, 151, 103-115.
https://doi.org/10.1016/j.bbr.2003.08.024 |
| [10] | Baddeley, A. (2012). Working Memory: Theories, Models, and Con-troversies. Annual Review of Psychology, 63, 1-29.
https://doi.org/10.1146/annurev-psych-120710-100422 |
| [11] | Bara, F., Gentaz, E., & Colé, P. (2007). Haptics in Learn-ing to Read with Children from Low Socio-Economic Status Families. British Journal of Developmental Psychology, 25, 643-663. https://doi.org/10.1348/026151007X186643 |
| [12] | Bara, F., Gentaz, E., Colé, P., & Sprenger-Charolles, L. (2004). The Visuo-Haptic and Haptic Exploration of Letters Increases the Kindergarten-Children’s Understanding of the Alphabetic Principle. Cognitive Development, 19, 433-449.
https://doi.org/10.1016/j.cogdev.2004.05.003 |
| [13] | Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. Wiley.
https://doi.org/10.1002/9780470743386 |
| [14] | Chandler, P., & Sweller, J. (1991). Cognitive Load Theory and the For-mat of Instruction. Cognition and Instruction, 8, 293-332. https://doi.org/10.1207/s1532690xci0804_2 |
| [15] | Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the Split-Attention Effect: Is the Reduction of Extraneous Cognitive Load Accompanied by an Increase in Germane Cognitive Load? Computers in Human Behavior 25, 315-324.
https://doi.org/10.1016/j.chb.2008.12.020 |
| [16] | Clark, R. E. (1983). Reconsidering Research on Learning from Media. Review of Educational Research, 53, 445-459.
https://doi.org/10.3102/00346543053004445 |
| [17] | Cosman, J. & Vecera, S. (2010). Attention Affects Visual Perceptu-al Processing near the Hand. Psychological Science, 21, 1254-1258. https://doi.org/10.1177/0956797610380697 |
| [18] | *Du, X., & Zhang, Q. (2019). Tracing Worked Examples: Effects on Learning in Geometry. Educational Psychology, 39, 169-187. https://doi.org/10.1080/01443410.2018.1536256 |
| [19] | Fernald, G. M., & Keller, H. (1921). The Effect of Kinesthetic Factors in Development of Word Recognition in the Case of Non-Readers. Journal of Educational Research, 4, 355-377. https://doi.org/10.1080/00220671.1921.10879216 |
| [20] | Geary, D. C. (2008). An Evolutionarily Informed Education Science. Educational Psychologist, 43, 179-195.
https://doi.org/10.1080/00461520802392133 |
| [21] | *Ginns, P., & King, V. (2021). Pointing and Tracing Enhance Computer-Based Learning. Educational Technology Research and Development, 69, 1387-1403. https://doi.org/10.1007/s11423-021-09997-0 |
| [22] | *Ginns, P., & Kydd, A. (2019). Learning Human Physiology by Pointing and Tracing: A Cognitive Load Theory. In S. Tindall-Ford, S. Agostinho, & J. Sweller (Eds.), Advances in Cogni-tive Load Theory: Rethinking Teaching (pp. 119-129). Routledge. https://doi.org/10.4324/9780429283895-10 |
| [23] | *Ginns, P., Hu, F. T., & Bobis, J. (2020). Tracing Enhances Prob-lem-Solving Transfer, but without Effects on Intrinsic or Extraneous Cognitive Load. Applied Cognitive Psychology, 34, 1522-1529. https://doi.org/10.1002/acp.3732 |
| [24] | *Ginns, P., Hu, F. T., Byrne, E., & Bobis, J. (2016). Learning by Tracing Worked Examples. Applied Cognitive Psychology, 30, 160-169. https://doi.org/10.1002/acp.3171 |
| [25] | Glenberg, A. M., Witt, J. K., & Metcalfe, J. (2013). From the Revolution to Embodiment: 25 Years of Cognitive Psychology. Perspectives on Psychological Science, 8, 573-585. https://doi.org/10.1177/1745691613498098 |
| [26] | *Hu, F. T., Ginns, P., & Bobis, J. (2014). Does Tracing Worked Examples Enhance Geometry Learning. Australian Journal of Educational & Developmental Psychology, 14, 45-49. |
| [27] | *Hu, F. T., Ginns, P., & Bobis, J. (2015). Getting the Point: Tracing Worked Examples Enhances Learning. Learning and Instruction, 35, 85-93. https://doi.org/10.1016/j.learninstruc.2014.10.002 |
| [28] | Hulme, C. (1981). The Effects of Manual Tracing on Memory in Normal and Retarded Readers: Some Implications for Multi-Sensory Teaching. Psychological Research, 43, 179-191. https://doi.org/10.1007/BF00309828 |
| [29] | Hulme, C., Monk, A., & Ives, S. (1987). Some Experimental Studies of Multi-Sensory Teaching: the Effects of Manual Tracing on Children’s Paired-Associate Learning. British Journal of Developmental Psychology, 5, 299-307.
https://doi.org/10.1111/j.2044-835X.1987.tb01066.x |
| [30] | Kalenine, S., Pinet, L., & Gentaz, E. (2011). The Visual and Visuo-Haptic Exploration of Geometrical Shapes Increases Their Recognition in Preschoolers. International Journal of Be-havioral Development, 35, 18-26.
https://doi.org/10.1177/0165025410367443 |
| [31] | Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load. Frontiers in Psychology, 8, Article 1997.
https://doi.org/10.3389/fpsyg.2017.01997 |
| [32] | *Korbach, A., Ginns, P., Brünken, R., & Park, B. (2019). Should Learners Use Their Hands for Learning? Results from an Eye-Tracking Study. Journal of Computer Assisted Learning, 36, 102-113. https://doi.org/10.1111/jcal.12396 |
| [33] | Leppink, J., Paas, F., van der Vleuten, C. P., van Gog, T., & van Merri？nboer, J. J. (2013). Development of an Instrument for Measuring Different Types of Cognitive Load. Behavior Re-search Methods, 45, 1058-1072.
https://doi.org/10.3758/s13428-013-0334-1 |
| [34] | Liszkowski, U., Brown, P., Callaghan, T., Takada, A., & de Vos, C. (2012). A Prelinguistic Gestural Universal of Human Communication. Cognitive Science, 36, 698-713. https://doi.org/10.1111/j.1551-6709.2011.01228.x |
| [35] | *Macken, L., & Ginns, P. (2014). Pointing and Tracing Ges-tures May Enhance Anatomy and Physiology Learning. Medical Teacher, 36, 596-601. https://doi.org/10.3109/0142159X.2014.899684 |
| [36] | Mason, L., Tornatora, M. C., & Pluchino, P. (2013). Do Fourth Graders Integrate Text and Picture in Processing and Learning from an Illustrated Science Text? Evidence from Eye-Movement Patterns. Computers & Education, 60, 95-109.
https://doi.org/10.1016/j.compedu.2012.07.011 |
| [37] | Mayer, R. E. (2021). Multimedia Learning (3nd ed.). Cambridge University Press.
https://doi.org/10.1017/9781108894333.003 |
| [38] | McNeill, D. (1992). Hand and Mind. University of Chicago Press. |
| [39] | Miller, W. (1937). The Picture Crutch in Reading. Elementary English Review, 14, 263-264. |
| [40] | Montessori, M. (1912). The Montessori Method. W. Heinemann. |
| [41] | Ouwehand, K., van Gog, T., & Paas, F. (2016). Effects of Pointing Compared with Naming and Observing during Encoding on Item and Source Memory in Young and Older Adults. Memory, 24, 1243-1255.
https://doi.org/10.1080/09658211.2015.1094492 |
| [42] | Paas, F. (1992). Training Strategies for Attaining Transfer of Problem-Solving Skill in Statistics: A Cognitive-Load Approach. Journal of Educational Psychology, 84, 429-434. https://doi.org/10.1037/0022-0663.84.4.429 |
| [43] | Paas, F., & Sweller, J. (2012). An Evolutionary Upgrade of Cogni-tive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks. Educational Psychology Review, 24, 27-45.
https://doi.org/10.1007/s10648-011-9179-2 |
| [44] | Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives. Educational Psychology Review, 22, 115-121. https://doi.org/10.1007/s10648-010-9133-8 |
| [45] | Reed, C. L., Grubb, J. D., & Steele, C. (2006). Hands Up: Attentional Prioritizationof Space near the Hand. Journal of Experimental Psychology: Human Perception and Performance, 32, 166-177. https://doi.org/10.1037/0096-1523.32.1.166 |
| [46] | *Schüler, A., & Wesslein, A. (2022). Investigating the Ef-fect of Deictic Tracing on Multimedia Learning. Learning and Instruction, 77, Article 101525. https://doi.org/10.1016/j.learninstruc.2021.101525 |
| [47] | Sweller, J. (2011). Cognitive Load Theory. In J. P. Mestre, & B. H. Ross (Eds.), Psychology of Learning and Motivation (Vol. 55, pp. 37-76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8 |
| [48] | Talsma, D., Senkowski, D., Soto-Faraco, S., & Woldorff, M. G. (2010). The Multifacetedinterplay between Attention and Multisensory Integration. Trends in Cognitive Sciences, 14, 400-410. https://doi.org/10.1016/j.tics.2010.06.008 |
| [49] | *Tang, M., Ginns, P., & Jacobson, M. J. (2019). Tracing En-hances Recall and Transfer of Knowledge of the Water Cycle. Educational Psychology Review, 31, 439-455. https://doi.org/10.1007/s10648-019-09466-4 |
| [50] | Tarmizi, R., & Sweller, J. (1988). Guidance during Mathematical Problem Solving. Journal of Educational Psychology, 80, 424-436. https://doi.org/10.1037/0022-0663.80.4.424 |
| [51] | Toomey, N., & Heo, M. (2019). Cognitive Ability and Cognitive Style: Finding a Connection through Resource Use Behavior. Instructional Science, 47, 481-489. https://doi.org/10.1007/s11251-019-09491-4 |
| [52] | Torcasio, S., & Sweller, J. (2010). The Use of Illustrations When Learning to Read: A Cognitive Load Theory Approach. Applied Cognitive Psychology, 24, 659-672. https://doi.org/10.1002/acp.1577 |
| [53] | Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can It Fa-cilitate? International Journal of Human-Computer Studies, 57, 247-262. https://doi.org/10.1006/ijhc.2002.1017 |
| [54] | Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., War-ren, C., & Newcombe, N. S. (2013). The Malleability of Spatial Skills: A Meta-Analysis of Training Studies. Psychological Bulletin, 139, 352-402.
https://doi.org/10.1037/a0028446 |
| [55] | *Wang, B., Ginns, P., & Mockler, N. (2021). Sequencing Tracing with imagi-nation. Educational Psychology Review, 34, 421-449. https://doi.org/10.1007/s10648-021-09625-6 |
| [56] | *Yeo, L.-M., & Tzeng, Y.-T. (2019). Tracing Effect in the Worked Examples-Based Learning: An Exploration of Individual Differences in Working Memory Capacity. Eurasia Journal of Mathematics, Science and Technology Education, 15, Article No. em1760. https://doi.org/10.29333/ejmste/105482 |
| [57] | *Yeo, L.-M., & Tzeng, Y.-T. (2020). Cognitive Effect of Tracing Gesture in the Learning from Mathematics Worked Examples. International Journal of Science and Mathematics Education, 18, 733-751.
https://doi.org/10.1007/s10763-019-09987-y |
| [58] | *Zuo, G., & Lin, L. (2022). Engaging Learners by Tracing and Summarizing in a Computer-Based Environment. Applied Cognitive Psychology, 36, 391-401. https://doi.org/10.1002/acp.3928 |
