Cueing effect in multimedia learning: A meta-analysis
Cueing effect in multimedia learning: A meta-analysis
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DOI：
10.3724/sp.j.1041.2016.00540
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发表时间：
2016-05
影响因子：
1.5
通讯作者：
X. Heping;Wang Fuxing;Zhou Zong-kui;Wu Peng
中科院分区：
文献类型：
--
作者：
X. Heping;Wang Fuxing;Zhou Zong-kui;Wu Peng
提示是多媒体学习中提高学习成绩的一种重要的教学设计技术。近年来，研究者们关注暗示是否能引导学习者的注意力或促进学习结果。然而，关于多媒体学习中引导注意、组织和整合的线索效应还没有一致的结论。在本研究中，我们进行了元分析，以考察线索对学习成绩(例如，保持和转移测试)、注意引导(例如，线索区域的注视时间和注视次数)和调节因素(例如，物理和时空线索、陈述性和程序性知识、动态和静态呈现以及学习材料的主题)的影响。我们利用关键词(如线索、线索、信号、注意引导、多媒体学习、动画、眼球跟踪、眼动)在数据库中搜索文献，得到43项相关的实证研究。44项Meta分析提示保留检验的结果：转移检验g为0.36，95%可信区间为[0.23，0.49])。同时，在多媒体学习中，注视时间g=0.50，95%CI[0.30，0.71]，注视次数g=0.70，95%CI=[0.43，0.97])比引导线索更能提示多媒体学习。主持人从线索类型、材料动态性、材料主题和知识类型四个方面对线索效应进行了分析。具体地说，在时空物理迁移测验中，与自由线索相比，陈述性线索和陈述性线索迁移比动态材料和程序性线索在保持测验中的表现更为突出。到很好的暗示和注意力的分配。物理和时空线索、陈述性和程序性知识、动态和静态呈现以及学习材料的主题可能是多媒体学习中线索效应的重要中介变量。对调节因素的元分析支持多媒体学习原则的边界假说(Mayer，2010)。本研究还讨论了研究的局限性和未来的研究方向。
Cueing is an important instructional design technique to improve learning performance in multimedia learning. Recently, researchers focus on whether cueing could guide learners’ attention or facilitate learning outcomes. However, there is still no consistent conclusion about cueing effect of guiding attention, organization and integration in multimedia learning. In this study, we conducted a meta-analysis to investigate the effects of cueing on learning performance (e.g. retention and transfer test), attention guiding (e.g. fixation time and fixation count of cued areas), and moderating factors (e.g. physical and spatial-temporal cues, declarative and procedural knowledge, dynamic and static presentation, and subjects of learning materials). We used key words (e.g. cue, cueing, signaling, attention guidance, multimedia learning, animation, eye tracking, eye movement) to search literatures in database and got 43 related empirical studies. Forty-four meta-analysis cueing outcomes of retention test g 0.53, 0.69]) transfer test g 0.36, 95% CI [0.23, 0.49]). At the same time, fixation time g 0.50, 95% CI [0.30, 0.71]) and fixation count g = 0.70, 95% CI = [0.43, 0.97]) cueing than guiding cueing in multimedia learning. Moderator analyses that cueing effect in types of cueing, dynamism of materials, subjects of materials and types of knowledge. Specifically, cueing and transfer declarative rather than dynamic materials and procedural Compared with the in liberal cueing in retention test In spatial-temporal physical in transfer test. to cueing well as distribution of attention. Physical and spatial-temporal cues, declarative and procedural knowledge, dynamic and static presentation, and subjects of learning materials may act as important moderate variables in cueing effect in multimedia learning. The meta-analysis of moderator factors supported the boundary hypothesis of multimedia learning principles (Mayer, 2010). Limitations and future research were also discussed in this study.