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多媒体学习背景下认知负荷对有意义学习的影响
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Abstract:
为了探讨在多媒体学习背景下认知负荷对有意义学习的影响及情绪设计在其中的作用机制，采用认知负荷量表、再认测试和迁移测试对16名高中生进行两因素的被试间实验设计。结果发现：1) 在低认知负荷组，积极情绪设计的再认成绩显著高于中性情绪设计；在高认知负荷组没有显著差异；认知负荷程度和情绪设计对迁移成绩无显著差异。2) 情绪设计对再认成绩和迁移成绩都没有显著差异。结果表明，认知负荷程度影响高中生的有意义学习，低认知负荷可以促进高中生对学习内容的记忆；在多媒体学习背景下，情绪设计在认知负荷对有意义学习的影响中起调节作用。这一结论对多媒体教学设计具有重要启示。
To investigate the influence of cognitive load on meaningful learning in the context of multimedia learning and the role of emotional design, a two-factor inter subject experimental design was conducted on 16 high school students using the cognitive load scale, recognition test, and transfer test. The results showed that: 1) in the low cognitive load group, the recognition scores of positive emotion design were significantly higher than those of neutral emotion design; there was no significant difference in the high cognitive load group; there was no significant difference in cognitive load and emotional design on transfer performance. 2) Emotional design did not show significant differences in recognition scores and transfer scores. The results indicate that the level of cognitive load affects meaningful learning for high school students, and low cognitive load can promote their memory of learning content; in the context of multimedia learning, emotional design plays a moderating role in the impact of cognitive load on meaningful learning. This conclusion has important implications for multimedia teaching design.
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