增加在屏幕上体现的教师的现实主义创造了更多的看,但更少的学习
Wenjing Li1, Fuxing Wang2, Richard E Mayer3
1Faculty of Psychology, Tianjin Normal University, Tianjin, China.
The British journal of educational psychology
|March 8, 2024
概括
将卡通教师添加到在线学习中可以提高学生的专注度和考试成绩. 然而,真正的人类教师会分散学生的注意力,导致记忆力下降,这表明不太现实的化身可以增强多媒体学习.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 人与计算机的交互
背景情况:
- 在线学习中的体现式教师可以增强多媒体学习,但他们的有效性仍在争论中.
- 导师现实主义对学习成果的影响仍然不清楚.
研究的目的:
- 调查不同现实程度的体现在屏幕上的教师如何影响多媒体课程中的学习过程和学习结果.
- 为了确定在线学习环境中体现教师的最佳现实主义水平.
主要方法:
- 125名大学生参与了这项研究.
- 参与者通过在线多媒体课程学习神经传输,其中包括真人,卡通人,卡通动物或没有教练.
- 用眼睛追踪来测量屏幕元素上的固定模式.
主要成果:
- 卡通教练 (人或动物) 导致对相关内容的关注增加,与没有教练相比,记忆和转移测试成绩更好.
- 一个真正的人类教练导致了更多的时间专注于教练,少在相关的内容,和较低的保留得分比卡通的人类教练.
- 对教练的固定时间调解了教练的现实主义和记忆之间的关系,突出了一个关键机制.
结论:
- 嵌入式教师可以受益于多媒体学习,卡通或动物化身证明比真人更有效.
- 在屏幕上体现的教师中较低的现实主义可以导致更好的学习过程和结果.
- 这些发现表明,在一个特定的边界条件下,减少现实主义可以提高多媒体学习的有效性.
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