基于计算机的反馈复杂性和先前知识对学习的影响

摘要/Abstract

摘要： 采用两因素实验设计探索计算机环境下精细反馈的复杂性和先前知识对学习的影响。106名具有高或低先前知识的大学生被随机分配到线索和详细解释两种复杂程度不同的反馈条件下进行学习，在学习过程中和学习结束之后分别测量学习者对反馈内容的外在认知负荷评价、迁移成绩、反馈知觉和动机。结果发现：（1）反馈复杂性只影响低先前知识者的学习迁移，他们在详细解释条件下的迁移成绩显著高于线索条件。高先前知识者的迁移成绩高于低先前知识者。（2）反馈复杂性和先前知识都显著影响学习者对反馈内容的外在认知负荷评价，详细解释条件引发了更低的外在认知负荷，高先前知识者感知到更低的外在认知负荷。（3）先前知识影响学习者的反馈知觉，高先前知识者的反馈知觉更好；但反馈复杂性只影响低先前知识者的反馈知觉，他们在详细解释条件下产生了更好的反馈知觉。（4）反馈复杂性和先前知识促进学习者的动机。

关键词: 反馈复杂性, 精细反馈, 先前知识, 外在认知负荷

Abstract: This study aimed to explore the effects of the complexity of computer-based elaborated feedback and prior knowledge on learning. One hundred and six undergraduates with high or low prior knowledge were randomly assigned to cue feedback or detailed explanation feedback condition. The results were that: 1)The complexity of feedback only had an impact on transfer performance in low prior knowledge learners who scored higher in the detailed explanation condition than in the cue condition. Besides, participants with high prior knowledge scored higher than those with low prior knowledge. 2) Detailed explanation feedback led to lower extraneous cognitive loads, and the higher the level of participants’ prior knowledge was, the lower the extraneous cognitive loads were. 3) The complexity of feedback only influenced learners with low knowledge who had better feedback perception on detailed explanation than on cue feedback, and learners with high prior knowledge had better feedback perception than those with low prior knowledge. Finally, the complexity of feedback and the level of prior knowledge promoted learners’ motivation. These results have important implications for computer-based instruction and learning.

Key words: feedback complexity, elaborated feedback, prior knowledge, extraneous cognitive loads

中图分类号:

G442

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.

GONG Shaoying, HAN Yusi, WANG Zhen, XU Sheng, LIU Xiaoxian. Effects of Complexity of Computer-based Feedback and Prior Knowledge on Learning[J]. Studies of Psychology and Behavior, 2019, 17(6): 765-772.

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