Optimising learning from animations by minimising cognitive load: Cognitive and affective consequences of signalling and segmentation methods
Optimising learning from animations by minimising cognitive load: Cognitive and affective consequences of signalling and segmentation methods
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DOI：
10.1002/acp.1348
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发表时间：
2007-09-01
影响因子：
2.4
通讯作者：
Moreno, Roxana
中科院分区：
文献类型：
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作者：
Moreno, Roxana
有或没有（对照组）示范课堂视频（实验1）或动画（实验2）展示专家教师如何应用这些技能，准教师学习了七种教学技能。假设通过信号（SI）和/或将视频/动画分割成更小的信息块来引导注意力到相关的动态信息上将有助于学生的学习。在这两个实验中，控制组在理论信息的保留方面优于科学探究组和科学探究组，但当被要求在课堂场景中评估和应用教学技能时，控制组的表现低于大多数视频/动画组。在所有的学习测量中，SE组的表现都优于无SE组，并且认知负荷水平较低。研究结果鼓励将教学视频和动画分割成小块，以帮助新手从复杂的动态可视化中学习。版权所有(c) 2007约翰威利父子有限公司
Prospective teachers learned about seven teaching skills either with or without (control group) an exemplar classroom video (Experiment 1) or animation (Experiment 2) showing how an expert teacher applied such skills. It was hypothesised that directing attention to relevant dynamic information with signalling (SI) and/or segmenting (SE) the video/animation into smaller chunks of information would facilitate students' learning. Across both experiments, the control group outperformed SI and SE groups on retention of the theoretical information but underperformed most video/animation groups when asked to evaluate and apply teaching skills to a classroom scenario. SE groups outperformed no-SE groups on all learning measures and reported lower levels of cognitive load. The findings encourage segmenting instructional videos and animations into small chunks to help novice students learn from complex dynamic visualisations. Copyright (c) 2007 John Wiley & Sons, Ltd.