经验对多媒体学习中图-文整合过程的影响

Text and picture are vital components in multimedia learning presentation. Text and picture integration is an important topic in recent multimedia learning studies. In this study, learners' experience will be taken as an important factor to explore the interaction effects between learners' experience and presentation features while they are processing and integrating text-picture information in multimedia learning environment. Two studies and seven empirical experiments will be constructed to testify research expectation. First, will learners with high and low experience distribute their attention differently while they view visual multimedia materials? Second, will high experience learners allocate their attention and eye fixations efficiently and tactically? Third, will experience interact with presentation features, such as cueing, spatial contiguity, and modality effect? Fourth, will short term experience affect attention allocation during text-picture integration? Finally, will replaying experts' recordings of eye movements improve novice's attention allocation and memory? All these will be tested in this study with a combination of retention test, transfer test and eye tracking techniques that could record participants' responses moment to moment. Science materials will be constructed with text and pictures as stimuli. EyeLink 1000 and Tobii T120 will be used to record eye movement data to testify the effects of experience and presentation features. In addition, learners with high and low learning experience will be selected as long term experience comparison, and 30 minutes training will be manipulated as short term experience. The exploring of experience effect and interaction between experience and presentation features of attention allocation of text and picture integration shed new light on education, multimedia learning design and learning outcomes.

图片和文字整合的注意分配过程对多媒体学习效果具有重要影响。项目在先前研究基础上，把学习者的长时经验和短时训练经验作为重要的变量纳入到多媒体学习中图-文整合的注意分配过程。通过两个研究和7个实验考察：在加工图-文信息时经验学习者如何根据已有的经验整合信息和分配注意；经验者是否会根据材料呈现方式不同而改变注意策略，寻求最优的信息加工模式；长时经验和短时干预经验与多媒体学习中材料的线索提示、位置临近和多通道呈现的相互作用；训练导致的短时经验效应是否会产生注意分配差异；反馈高经验水平学习者的眼动模式能否提高学习者注意分配的有效性，并提高学习效果。研究把学习效果测验与眼动即时记录相结合，揭示多媒体学习中图-文信息整合的信息加工过程。研究对于揭示经验学习者整合图-文信息的注意过程；如何根据学习者的经验改进多媒体产品设计，开发符合学习者经验特点的学习材料从而更好地促进学习具有重要的意义和价值。

采用语词和画面表征共同呈现材料的多媒体学习是一个包含自上而下和自下而上加工的复杂过程，内在的学习者经验和外在的指导性教学设计是分别影响自上而下和自下而上加工的重要因素，并受到国内外研究者的重视。本项目以多媒体学习中的注意分配、学习效果测验为重点，并结合外在教学设计(如：教学代理、动画呈现速度、线索、情绪性设计、眼动样例、互动性等)，主要采用眼动技术、实验法及元分析考察了这些因素对多媒体图文整合过程及效果的影响。研究发现经验往往一定程度上对外在指导性教学设计起到一定的调节作用，低经验学习者在有教学代理、快速呈现学习材料、观看高经验者眼动样例、同时呈现图片+声音+文本以及呈现装饰性图片+声音等情况下注意分配相对合理，学习成绩较好，而高经验学习者则可能在其他条件下更有优势，体现了经验逆转效应；但总体来看，高经验学习者还是比低经验学习者的图文整合更加高效，体现了经验优势效应。另外，本项目还发现在加入教学代理、设置(同步)线索、图文邻近呈现、视听双通道呈现等条件下均有利于多媒体学习的图文整合过程和效果。同时，针对幼儿的研究发现，儿童可以很好地利用触屏多媒体的互动性习得知识，并且能够把习得的知识迁移到不同的情境中。研究不仅对多媒体学习领域理论(如：认知负荷理论、多媒体学习认知理论、多媒体学习认知情感理论、社会代理理论等)的发展及完善具有重要意义，同时也对现实生活中教学材料和平台的开发设计和媒体与儿童发展等具有较强的参考价值。