The more total cognitive load is reduced by cues, the better retention and transfer of multimedia learning: A meta-analysis and two meta-regression analyses.
The more total cognitive load is reduced by cues, the better retention and transfer of multimedia learning: A meta-analysis and two meta-regression analyses.
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提示减少的总认知负荷越多，多媒体学习的保留和迁移就越好：一项元分析和两项元回归分析
DOI：
10.1371/journal.pone.0183884
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发表时间：
2017
期刊：
影响因子：
3.7
通讯作者：
Liu H
中科院分区：
文献类型：
--
作者：
Xie H;Wang F;Hao Y;Chen J;An J;Wang Y;Liu H
提示有助于多媒体学习的记忆和迁移。从认知负荷理论（CLT）的角度来看，提示可以减少总的认知负荷，避免认知过载，从而对学习效果产生积极的影响。然而，这一点尚未得到系统的评价。此外，线索相关认知负荷与学习成绩之间的直接关系仍然不明确。一个荟萃分析和两个随后的荟萃回归分析进行了探讨这些问题。以主观总认知负荷（SCL）、保持测验和迁移测验成绩为因变量。通过系统的文献检索，32篇合格文章（涵盖3，597名参与者）被纳入SCL相关荟萃分析中。其中，25篇文献（包含2，910名受试者）被纳入保留相关荟萃分析和后续保留相关荟萃回归，而29篇文献（包含3，204名受试者）被纳入转移相关荟萃分析和转移相关荟萃回归。荟萃分析显示，提示效应对认知负荷的主观评分有统计学意义（d = −0.11，95% CI = [−0.19，−0.02]，p < 0.05），保留性能（d = 0.27，95%CI = [0.08，0.46]，p < 0.01）和转移性能（d = 0.34，95%CI = [0.12，0.56]，p < 0.01）。随后的荟萃回归分析显示，提示的dSCL显著预测提示的滞留（β =-0.70，95% CI = [-1.02，-0.38]，p < 0.001），以及提示的数据转移（β =-0.60，95% CI = [-0.92，-0.28]，p < 0.001）。因此，与交际法相一致，在多媒体材料中添加线索确实可以降低SCL，促进学习效果，并且线索降低的SCL越多，多媒体学习的保持和迁移效果越好。
Cueing facilitates retention and transfer of multimedia learning. From the perspective of cognitive load theory (CLT), cueing has a positive effect on learning outcomes because of the reduction in total cognitive load and avoidance of cognitive overload. However, this has not been systematically evaluated. Moreover, what remains ambiguous is the direct relationship between the cue-related cognitive load and learning outcomes. A meta-analysis and two subsequent meta-regression analyses were conducted to explore these issues. Subjective total cognitive load (SCL) and scores on a retention test and transfer test were selected as dependent variables. Through a systematic literature search, 32 eligible articles encompassing 3,597 participants were included in the SCL-related meta-analysis. Among them, 25 articles containing 2,910 participants were included in the retention-related meta-analysis and the following retention-related meta-regression, while there were 29 articles containing 3,204 participants included in the transfer-related meta-analysis and the transfer-related meta-regression. The meta-analysis revealed a statistically significant cueing effect on subjective ratings of cognitive load (d = −0.11, 95% CI = [−0.19, −0.02], p < 0.05), retention performance (d = 0.27, 95% CI = [0.08, 0.46], p < 0.01), and transfer performance (d = 0.34, 95% CI = [0.12, 0.56], p < 0.01). The subsequent meta-regression analyses showed that dSCL for cueing significantly predicted dretention for cueing (β = −0.70, 95% CI = [−1.02, −0.38], p < 0.001), as well as dtransfer for cueing (β = −0.60, 95% CI = [−0.92, −0.28], p < 0.001). Thus in line with CLT, adding cues in multimedia materials can indeed reduce SCL and promote learning outcomes, and the more SCL is reduced by cues, the better retention and transfer of multimedia learning.
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