Signaling as a cognitive guide in multimedia learning
Signaling as a cognitive guide in multimedia learning
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DOI：
10.1037/0022-0663.93.2.377
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发表时间：
2001-06-01
影响因子：
4.9
通讯作者：
Mayer, RE
中科院分区：
文献类型：
--
作者：
Mautone, PD;Mayer, RE
在3个实验中，学生们接受了关于飞机如何实现升力的简短科学课，然后被要求写一个解释（保留测试）和写5个问题的解决方案，例如如何设计一架飞机以更快地实现升力（迁移测试）。对于一些学生来说，这节课包含了一些信号，包括一个预览总结段落，概述了提升的3个主要步骤，章节标题和指针词，如因为或结果。信号并没有增加任何关于提升的额外内容信息，但有助于澄清段落的结构。当解释被呈现为印刷文本（实验1）、口语文本（实验2）和带有相应动画的口语文本（实验3）时，收到信号的学生比没有收到信号的学生在迁移测试中产生了更多的解决方案。结果是一致的多媒体学习，学习者寻求建立心理模型的因果系统的知识结构视图。
In 3 experiments, students received a short science lesson on how airplanes achieve lift and then were asked to write an explanation (retention test) and to write solutions to 5 problems, such as how to design an airplane to achieve lift more rapidly (transfer test). For some students, the lesson contained signals, including a preview summary paragraph outlining the 3 main steps involved in lift, section headings, and pointer words such as because or as a result. The signaling did not add any additional content information about lift but helped clarify the structure of the passage. Students who received signaling generated significantly more solutions on the transfer test than did students who did not receive signaling when the explanation was presented as printed text (Experiment 1), spoken text (Experiment 2), and spoken text with corresponding animation (Experiment 3). Results are consistent with a knowledge construction view of multimedia learning in which learners seek to build mental models of cause-and-effect systems.