学习者控制和任务难度对多媒体学习的影响*

心理与行为研究 ›› 2017, Vol. 15 ›› Issue (3): 335-342.

学习者控制和任务难度对多媒体学习的影响^*

龚少英^1,2, 张盼盼^1,2, 上官晨雨^1,2

1 青少年网络心理与行为教育部重点实验室,武汉 430079
2 华中师范大学心理学院,武汉 430079

收稿日期:2016-03-08 出版日期:2017-05-20 发布日期:2017-06-08
通讯作者: 龚少英,E-mail: gongsy_psy@mail.163.com。
基金资助:
教育部人文社会科学研究规划基金项目（13YJA190005; 14YJA190014）和中央高校基本科研业务费专项资金项目（CCNU15ZD013）

The Effect of Learner Control and Task Difficulty on Multimedia Learning

Gong Shaoying^1,2, Zhang Panpan^1,2, Shangguan Chenyu^1,2

1 Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079;
2 School of Psychology, Central China Normal University, Wuhan 430079

Received:2016-03-08 Online:2017-05-20 Published:2017-06-08

摘要/Abstract

摘要： 使用两因素被试间设计探索在不同任务难度条件下单一的学习者控制—步调控制对120名大学生多媒体学习的影响。结果发现：（1）在复杂任务条件下,学习者控制组的再认成绩显著高于程序控制组;学习者对简单任务的主观难度感知显著低于复杂任务。（2）在学习者控制组,在学习复杂材料时,使用了控制选项的学习者其迁移成绩显著高于没有使用的学习者;但对控制的使用与否对简单任务的学习迁移成绩没有显著影响。本研究的结果表明,学习者控制可以促进大学生对比较复杂学习内容的记忆,对学习者控制的实际使用可以促进大学生对复杂内容的理解和迁移。学习任务难度在学习者控制影响多媒体学习效果中起调节作用。这一结论对多媒体学习设计具有重要启示。

关键词: 学习者控制, 步调控制, 任务难度, 认知负荷, 多媒体学习

Abstract: This study aimed to investigate the effects of single learner control-pace control and task difficulty-on multimedia learning in 120 undergraduates by a two between-subject factorial design experiment. The findings were that subjective difficulty in simple task learners reported was lower than that in difficulty task, and the recognition performance in learner control condition was higher than that in program control condition when undergraduates learned difficult materials. Further, in complex task condition, learners who used the pace control keys performed better than those who didn't in transfer test. However, there was no difference in recognition test between the learners who used and didn't use the pace control keys when the task was simple. These results indicated that learner control could promote the undergraduates' memory of difficult materials, and using learner control keys could improve their understanding and transfer in difficult materials. The task difficulty moderated the relationship between learner control and learning performance. The findings had important implications on the design of multimedia learning.

Key words: learner control, pace control, task difficulty, cognitive load, multimedia learning

中图分类号:

B842.3

龚少英, 张盼盼, 上官晨雨. 学习者控制和任务难度对多媒体学习的影响^*[J]. 心理与行为研究, 2017, 15(3): 335-342.

Gong Shaoying, Zhang Panpan, Shangguan Chenyu. The Effect of Learner Control and Task Difficulty on Multimedia Learning[J]. Studies of Psychology and Behavior, 2017, 15(3): 335-342.

参考文献

1 理查德·E·迈耶.(2006）. 多媒体学习. 牛勇, 邱香译. 北京: 商务印书馆.
2 谢婷.(2012). 多媒体学习的交互性与认知负荷对学习的影响. (硕士学位论文). 华中师范大学, 武汉.
3 Chou, S. W., & Liu, C. H.(2005). Learning effectiveness in a Web-based virtual learning environment: a learner control perspective. Journal of Computer Assisted Learning, 21(1), 65-76.
4 Clark, R. C., & Mayer, R. E.(2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons. pp. 327-328.
5 Corbalan, G., Kester, L., & van Merrienboer, J. J. G.(2009). Combining shared control with variability over surface features: Effects on transfer test performance and task involvement. Computers in Human Behavior, 25(2), 290-298.
6 Eom, W., & Reiser, R. A.(2000). The effects of self-regulation and instructional control on performance and motivation in computer-based instruction. International Journal of Instructional Media, 27(3), 247-260.
7 Granger, B. P.(2012). Enhancing Training Outcomes in the Context of e-Learning: The Impact of Objective Learner Control, Training Content Complexity, Cognitive Load, Learning Goal Orientation, and Metacognitive Strategies. Graduate School Theses and Dissertations, University of South Florida. http://scholarcommons. usf.edu/etd/4326.
8 Granger, B. P., & Levine, E. L.(2010). The perplexing role of learner control in e-learning: will learning and transfer benefit or suffer? International Journal of Training and Development, 14(3), 180-197.
9 Greene, J. A., Moos, D. C., & Azevedo, R.(2011). Self-regulation of learning with computer-based learning environments. New Directions for Teaching & Learning, 2011(126), 107-115.
10 Hasler, B. S., Kersten, B., & Sweller, J.(2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21(6), 713-729.
11 Hughes, M. G., & Day, E. A.(2013). Learner-controlled practice difficulty in the training of a complex task: cognitive and motivational mechanisms. Journal of Applied Psychology, 98(1), 80-98.
12 Makany, T., Engelbrecht, P. C., Meadmore, K., Dudley, R., Redhead, E. S., & Dror, I. E.(2007). Giving the learners control of navigation: Cognitive gains and losses. Proceedings of INTED, 7.
13 Mayer, R. E., & Chandler, P.(2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93(2), 390.
14 Mayer, R. E., Dow, G. T., & Mayer, S.(2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology, 95, 806-813.
15 Moreno, M.,& Mayer, R. E.,(1999). Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity. Journal of Educational Psychology, 91(2), 358-368.
16 Niederhauser, D. S., Reynolds, R. E., Salmen, D. J., & Skolmoski, P.(2000). The influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23(3), 237-255.
17 Orvis, K. A., Fisher, S. L., & Wasserman, M. E.(2009). Power to the people: Using learner control to improve trainee reactions and learning in web-based instructional environments. Journal of Applied Psychology, 94(4), 960.
18 Reeves, T. C.(1993). Pseudoscience in computer-based instruction: The case of learner control research. Journal of Computer-based Instruction, 20(2), 39-46.
19 Schmidt-Weigand, F., Kohnert, A., & Glowalla, U.(2010). A closer look at split visual attention in system and self-paced instruction in multimedia learning. Learning and Instruction, 20(2), 100-110.
20 Schnackenberg, H. L., & Sullivan, H. J.(2000). Learner control over full and lean computer-based instruction under differing ability levels. Educational Technology Research and Development, 48(2), 19-35.
21 Schnotz, W., Bockheler, J., & Grzondziel, H.(1999). Individual and co-operative learning with interactive animated pictures. European Journal of Psychology of Education, 14(2), 245-265.
22 Sweller, J., Van Merrienboer, J. J. G., & Paas, F. G. W. C.(1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
23 Tabbers, H. K., & de Koeijer, B.(2010). Learner control in animated multimedia instructions. Instructional Science, 38(5), 441-453.
24 Valjataga, T., & Laanpere, M.(2010). Learner control and personal learning environment: A challenge for instructional design. Interactive Learning Environments, 18(3), 277-291.
25 Van Merrienboer, J. J. G., Schuurman, J. G., De Croock, M. B. M., & Paas, F. G. W. C.(2002). Redirecting learners′ attention during training: Effects on cognitive load, transfer test performance and training efficiency. Learning and Instruction, 12(1), 11-37.
26 Winters, F. I., Greene, J. A., & Costich, C. M.(2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-444.

[1]	冷晓雪, 成美霞, 王福兴. 测验与反馈在分段视频学习中的作用[J]. 心理与行为研究, 2022, 20(1): 52-58.
[2]	赵婷婷, 杨晓梦, 张洋, 王燕青, 谢和平, 王福兴. 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[J]. 心理与行为研究, 2021, 19(1): 22-29.
[3]	孙崇勇, 刘丽丽, 高春阳. 翻转教学法对高中生认知负荷及学习成绩的影响[J]. 心理与行为研究, 2020, 18(3): 369-375.
[4]	干加裙, 张曼曼, 胡锦慧, 郭云飞, 陈幼贞. 执行意向影响事件性前瞻记忆的加工机制[J]. 心理与行为研究, 2020, 18(1): 53-59.
[5]	龚少英, 韩雨丝, 王祯, 徐升, 刘小先. 基于计算机的反馈复杂性和先前知识对学习的影响[J]. 心理与行为研究, 2019, 17(6): 765-772.
[6]	张冬梅, 路海东. 文本学习中运用先行组织者策略的知识反转效应[J]. 心理与行为研究, 2019, 17(1): 83-90.
[7]	张锦坤, 刘晓倩, 杨丽娴. 背景图相关度与知觉流畅性对意义材料学习的影响[J]. 心理与行为研究, 2018, 16(6): 757-762.
[8]	干加裙, 郭盈秀, 郭云飞, 张哲, 陈幼贞. 执行意向在不同认知负荷下对前瞻记忆的影响[J]. 心理与行为研究, 2017, 15(6): 743-749.
[9]	孙崇勇. 英语多媒体学习中言语关联手势对认知负荷的影响[J]. 心理与行为研究, 2016, 14(5): 633-639.
[10]	刘丽,李晖. 认知负荷和控制性注意对工作记忆广度任务成绩的影响[J]. 心理与行为研究, 2008, 6(2): 112-116.