The Disfluency Effect in Multimedia Learning: Balancing Cues and Fluency

doi:10.12139/j.1672-0628.2024.04.016

Abstract

Abstract:

The disfluency effect indicates that reducing the perceived fluency of learning materials can improve the multimedia learning effect. Recent research has found that adding cues, such as color labels, might affect the disfluency effect. The current study explored the relationship between cues and the disfluency effect in multimedia learning. Experiment 1 validated the disfluency effect in multimedia learning under an “appropriate” level of disfluency. Experiment 2 employed a 2 (cues: yes, no) × 2 (fluency: fluent, disfluent) between-subjects design. The behavior and eye movements results showed that the processing fluency in the cues group was significantly higher than that in the no-cues group. Additionally, the disfluent group had longer fixation times and more fixations in the cue area. The cues moderated the influence of fluency on learning. The results indicate that adding cues can promote attention guidance for disfluent text, but it may inhibit processing of other content. It is noteworthy to balance the fluency and effectiveness of cues in design multimedia instructional materials.

Key words: multimedia learning, cues, disfluency effect, eye movement

摘要：

不流畅效应表明，降低学习材料的知觉流畅性可以提升多媒体学习效果。新近研究发现，添加线索(如颜色标签)可能会影响该效应。本研究探讨了多媒体学习中线索(颜色标签)与不流畅效应间的关系。实验1验证了“适当”不流畅程度下多媒体学习中的不流畅效应。实验2采用2(线索：有、无)×2(流畅性：流畅、不流畅)被试间设计，综合行为和眼动结果发现，相比无线索组，有线索组的加工流畅性更高(学习时间更短)；不流畅组在线索区有更多的注视时间和注视次数，且线索调节流畅性对学习效果的影响。研究表明，线索有助于引导注意力，促进不流畅文本学习，但同时可能会抑制对其他学习内容的加工。平衡多媒体学习中的文本流畅性与线索有效性是多媒体教学设计中值得重视的要素。

关键词: 多媒体学习, 线索, 不流畅效应, 眼动

Jinkun ZHANG, Tingming LAI, Xiaoqi ZAN, Sha LI, Kunyu LIAN, Lijuan ZHANG. The Disfluency Effect in Multimedia Learning: Balancing Cues and Fluency[J]. Studies of Psychology and Behavior, 2024, 22(4): 545-552.

张锦坤, 赖廷明, 昝晓琪, 李莎, 连坤予, 张俐娟. 多媒体学习中的不流畅效应：线索与流畅性的平衡[J]. 心理与行为研究, 2024, 22(4): 545-552.

Figures/Tables 7

References 0

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呈现方式		能否识别	识别难度	设计评价	是否影响阅读
小四宋体斜体	70%清晰度	1.88±1.94	1.67±1.31	3.17±1.66	1.50±0.93
	50%清晰度	3.21±1.79	3.80±1.74	5.29±1.99	3.13±1.68
	30%清晰度	4.00±2.04	4.83±1.76	6.17±2.12	4.88±2.25

呈现方式		能否识别	识别难度	设计评价	是否影响阅读
小四宋体斜体	70%清晰度	1.88±1.94	1.67±1.31	3.17±1.66	1.50±0.93
	50%清晰度	3.21±1.79	3.80±1.74	5.29±1.99	3.13±1.68
	30%清晰度	4.00±2.04	4.83±1.76	6.17±2.12	4.88±2.25

因变量	流畅		不流畅
因变量	有线索	无线索	有线索	无线索
ICL	23.50±7.54	23.57±7.53	20.14±4.96	21.53±5.37
ECL	8.86±3.82	7.86±4.93	9.50±7.87	8.24±7.34
GCL	39.50±6.26	36.86±7.17	35.71±6.80	38.18±8.65
JOL	0.65±0.11	0.60±0.14	0.64±0.17	0.52±0.19

因变量	流畅		不流畅
因变量	有线索	无线索	有线索	无线索
ICL	23.50±7.54	23.57±7.53	20.14±4.96	21.53±5.37
ECL	8.86±3.82	7.86±4.93	9.50±7.87	8.24±7.34
GCL	39.50±6.26	36.86±7.17	35.71±6.80	38.18±8.65
JOL	0.65±0.11	0.60±0.14	0.64±0.17	0.52±0.19

因变量	流畅		不流畅
因变量	有线索	无线索	有线索	无线索
学习时间(s)	338.53±75.17	420.69±195.47	334.40±100.19	406.81±164.95
保持成绩	13.00±3.01	14.50±3.20	12.00±3.55	9.71±4.40
迁移成绩	3.71±1.14	3.21±0.70	2.79±1.19	2.68±1.17