现实的细节是否对于使用可视化学习很重要,或者深度线索能提供足够的指导吗?
1Digital Education, Institute for Informatics and Digital Education, Karlsruhe University of Education, Bismarckstr. 10, 76133, Karlsruhe, Germany. alexander.skulmowski@ph-karlsruhe.de.
Cognitive processing
|March 21, 2024
概括
教育中的现实可视化可以增强学习,与压倒性的学生的恐惧相反. 图表中的简化阴影减少了认知负载,这表明一些现实主义有助于理解而不妨碍性能.
科学领域:
- 教育技术的教育技术
- 认知心理学 认知心理学
- 视觉学习 视觉学习
背景情况:
- 讨论了教学可视化中的现实主义对学习的影响.
- 一些研究表明,现实主义增强了学习,而另一些研究表明,它可以压倒学习者.
研究的目的:
- 研究可视化现实主义对学习和认知负载的影响.
- 为了确定预训练是否有助于通过现实的可视化来学习.
- 为了比较不同级别的可视化现实主义的学习成果和认知负载.
主要方法:
- 进行了两项实验,参与者使用标记的可视化学习腺体解剖学.
- 实验1比较了预训练与现实的对比方案可视化 (n=107).
- 实验2比较了图形,简化现实和高度现实可视化 (n=132),评估记忆力和认知负载.
主要成果:
- 在实验1中,一个更现实的可视化增强了学习,而不是一个有计划的学习;预训练没有影响.
- 在实验2中没有发现保留的显著差异.
- 图形可视化导致了更高的认知负载评级,而简化阴影减少了它.
结论:
- 对于可视化中的现实细节对有害影响的恐惧不应过于概括.
- 在可视化中简化阴影可以减少认知负载.
- 虽然图表图表看起来更简单,但从中提取深度信息可以增加认知需求.
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