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双通道视频学习材料下的单通道不流畅性影响
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Abstract:
简单的认知干预可以提升在线视频学习的效率。本研究考察在视频学习方式下，操纵视觉/听觉通道信息的不流畅性对学习效果的影响。研究1目的是通过对比视听双通道不流畅信息和双通道流畅信息，证实双通道不流畅同前人研究一样，会阻碍学习；研究2采用单因素三水平的实验设计(双通道流畅、视觉单通道不流畅、听觉单通道不流畅)，目的是为了证实视频学习条件下也能发现不流畅效应。结果发现，无论是在实验1还是在实验2，不流畅条件下的学习判断、认知负荷和后测成绩均与流畅条件下没有差异，但不流畅组的学习者认为不流畅的视频不仅会对学习内容本身以及回忆内容的难易程度造成影响，也会影响他们对自己学习能力评估。合理难度理论与不流畅理论均认为，知觉不流畅所引发的额外认知负荷会促进学习，而认知负荷理论则认为会阻碍学习，但这两派理论均不能很好地解释本研究的实验结果。本研究摒弃前人研究中实验材料全程不流畅的处理，创新性地采用部分不流畅处理，虽然未能在视频学习的条件下发现不流畅效应，但未来研究仍然可以探索不流畅效应的边界条件。
Simple cognitive intervention can improve the efficiency of online video learning. This study examines the impact of manipulating the disfluency of visual/auditory channel information on learning effects under video learning methods. The purpose of Study 1 was to compare audio-visual dual-channel disfluent information and fluent information to confirm that dual-channel disfluency, like previous studies, would hinder learning; Study 2 used a single-factor, three-level experimental design (visual single-channel disfluency, auditory single-channel disfluency channel disfluency, dual-channel disfluency), the purpose is to confirm that the disfluency effect can also be found under video learning conditions. The results showed that no matter whether in Experiment 1 or Experiment 2, the judgment of learning, cognitive load and post-test scores under the disfluent condition was no different from fluent condition, but the learners in the disfluent group believed that the disfluent video would not only affects the learning content itself and the ease of recalling the content, but also affects their assessment of their own learning ability. Desirable difficulty theory and disfluency theory both believe that extraneous cognitive load caused by perceptual disfluency will promote learning, while cognitive load theory believes that it will hinder learning, but neither theory can explain the results of this study. This study abandoned the disfluency treatment of the entire experimental material in previous studies and innovatively adopted partial disfluency treatment. Although the disfluency effect was not found under the conditions of video learning, future research can still explore the boundary conditions of disfluency effect.
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