Studies of Psychology and Behavior ›› 2021, Vol. 19 ›› Issue (1): 22-29.

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Is There an Expertise Reversal Effect of Signaling Principle in Multimedia Learning? Evidences from Two Meta-Analyses

ZHAO Tingting1, YANG Xiaomeng1, ZHANG Yang1, WANG Yanqing1, XIE Heping2, WANG Fuxing1   

  1. 1. School of Psychology, Central China Normal University, Wuhan 430079;
    2. School of Psychology, Nanjing Normal University, Nanjing 210000
  • Received:2020-04-01 Online:2021-01-20 Published:2021-01-20

多媒体学习中线索原则是否存在经验逆转效应?——来自两项元分析的证据

赵婷婷1, 杨晓梦1, 张洋1, 王燕青1, 谢和平2, 王福兴1   

  1. 1. 华中师范大学心理学院,武汉 430079;
    2. 南京师范大学心理学院,南京 210000
  • 通讯作者: 王福兴,E-mail:fxwang@ccnu.edu.cn
  • 基金资助:
    国家自然科学基金面上项目(31771236)

Abstract: The expertise reversal effect suggests that novices should benefit from some of the principles of instructional design, whereas experts may not. The present two meta-analyses tested the effects of signal on learning performance and subjective cognitive load in more and less prior knowledge learners. The results revealed that for learners with less prior knowledge (Meta-analysis 1), signaling could significantly promote their learning performance, and reduce the subjective cognitive load. However, regarding to learners with high prior knowledge, the effectiveness of signaling on subjective cognitive load and learning performance was non-significant (Meta-analysis 2). Together, the expertise reversal effect of signaling principle was supported in multimedia learning, and the explanation based on cognitive load theory was supported in part.

Key words: signaling principle, expertise reversal effect, cognitive load theory, multimedia learning

摘要: 经验逆转效应指出,对低先备知识者学习有积极作用的教学设计可能对高先备知识者无效,甚至有消极影响。本研究分别对高、低先备知识者进行关于线索对其学习过程中主观认知负荷及学习结果影响的元分析,检验线索原则是否存在经验逆转效应及认知负荷理论能否解释线索原则的经验逆转效应。结果表明,线索能降低低先备知识者学习过程中的主观认知负荷并促进其学习表现;但线索对高先备知识者认知负荷及学习成绩的总效应均不显著。结合元分析结果,本研究证明了在多媒体学习环境下线索原则存在部分经验逆转,且部分支持了线索原则经验逆转效应的认知负荷理论解释。

关键词: 线索原则, 经验逆转效应, 认知负荷理论, 多媒体学习

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