Presentation Media, Information Complexity, and Learning Outcomes
Presentation Media, Information Complexity, and Learning Outcomes
复制标题
演示媒体、信息复杂性和学习成果
DOI：
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发表时间：
2002
期刊：
影响因子：
--
通讯作者：
Candice Petersen
中科院分区：
文献类型：
--
作者：
Hayward P. Andres;Candice Petersen
认知加工的局限性限制了人类工作记忆中持有和加工的复杂信息项的数量。为了克服这种局限性，我们使用语言工作记忆通道来构建对事实的IF-THEN命题表征，而使用视觉工作记忆通道来构建几何空间信息的视觉意象。最近的发现表明，这两个渠道在增强认知过程中相互增强，从而提高理解和保持能力。多媒体计算提供了各种信息呈现形式组合(即文本、图片、叙述、动画和视频)。教育工作者观察到视觉增强学习的事实表明，在促进最佳人类信息处理和理解方面，多媒体演示应该优于纯文本和带有静态图片的文本。本文报告了3(纯文本、幻灯片和多媒体演示)×2(高和低信息复杂性)析因实验的结果。受试者阅读文本脚本，观看乙酸乙酯幻灯片演示文稿，或观看描述温室效应(低复杂性)或复印机操作(高复杂性)的多媒体演示文稿。在理解方面，多媒体优于纯文本和头顶幻灯片。信息复杂性降低了理解能力和可感知的呈现质量。显著的交互作用表明，多媒体能够减少信息复杂性对理解的负面影响，并增加对演示的持续关注程度。这些发现表明，多媒体演示激活了语言和视觉工作记忆通道的使用，从而减少了由于信息复杂性增加而造成的认知负荷。此外，多媒体在促进理解方面的优势超出了它增加持续注意力的能力；所获得的信息处理的质量和效率(即使用言语和视觉工作记忆)也是重要的。
Cognitive processing limitations restrict the number of complex information items held and processed in human working memory. To overcome such limitations, a verbal working memory channel is used to construct an if-then proposition representation of facts and a visual working memory channel is used to construct a visual imagery of geometric spatial information. Recent findings suggest that these two channels augment each other in enhancing cognitive processing, thereby increasing comprehension and retention. Multimedia computing provides a variety of information presentation modality combinations (i.e., text, pictures, narration, animation, and video). The fact that educators have observed that visuals enhance learning suggests that multimedia presentations should be superior to text-only and text with static pictures in facilitating optimal human information processing and, therefore, comprehension. This article reports the findings from a 3 (text-only, overhead slides, and multimedia presentation) × 2 (high and low information complexity) factorial experiment. Subjects read a text script, viewed an acetate overhead slide presentation, or viewed a multimedia presentation depicting the greenhouse effect (low complexity) or photocopier operation (high complexity). Multimedia was superior to text-only and overhead slides for comprehension. Information complexity diminished comprehension and perceived presentation quality. Significant interactions indicated that multimedia was able to reduce the negative impact of information complexity on comprehension and increase the extent of sustained attention to the presentation. These findings suggest that multimedia presentations invoke the use of both the verbal and visual working memory channels resulting in a reduction of the cognitive load imposed by increased information complexity. Moreover, multimedia superiority in facilitating comprehension goes beyond its ability to increase sustained attention; the quality and effectiveness of information processing attained (i.e., use of verbal and visual working memory) is also significant.
DOI：
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发表时间：
2017
期刊：
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影响因子：
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作者：
M. Just;P. Carpenter
通讯作者：
M. Just;P. Carpenter
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W