诱人的细节会阻碍学习,即使它们不会破坏学习
Anna Kienitz1, Marie-Christin Krebs1, Alexander Eitel1
1Department of Educational Psychology, Justus-Liebig-Universität Gießen, Otto-Behaghel-Str.10D, 35390 Gießen, Germany.
Instructional science
|June 26, 2023
概括
多媒体学习中诱人的细节通过转移注意力而不是破坏整合来阻碍回忆. 减少转移的提示提高了学习成果.
科学领域:
- 认知心理学 认知心理学
- 教育技术的教育技术
- 多媒体学习学习
背景情况:
- 多媒体教学中的诱人的细节可能会对学习产生负面影响,但潜在的认知机制仍在争论中.
- 现有的研究对转移或破坏是否最能解释这些有害影响提出了不同的结论.
研究的目的:
- 调查诱惑细节的有害影响主要是由认知转移或干扰介导的.
- 检查旨在减轻这些影响学习成果的教学提示的影响.
主要方法:
- 一个在线实验,247名参与者学习多媒体内容.
- 条件包括没有诱人的细节,没有提示的诱人的细节,无关紧要的提示或分离提示.
- 依赖变量是知识回忆和转移,通过提示评估认知过程.
主要成果:
- 没有提示条件的参与者在诱人的细节上花费了更多的时间,对回忆产生了负面影响,支持转移假说.
- 与干扰假设相反,在没有提示的组中,较低的整合回避率导致了更好的转移性能.
- 教学提示显著影响了诱人的细节的处理和随后的学习结果.
结论:
- 认知转移,即学习者处理不相关的诱惑细节而不是相关的内容,是诱惑细节负面影响背后的主要机制.
- 干扰,包括失败的整合尝试,似乎不是学习障碍的主要驱动因素.
- 通过教学设计减少诱人的细节的转移潜力是增强多媒体学习的有希望的策略.
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