Principles for managing essential processing in multimedia learning: Segmenting, pre-training, and modality principles.
Principles for managing essential processing in multimedia learning: Segmenting, pre-training, and modality principles.
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管理多媒体学习中基本处理的原则：分段、预训练和模态原则。
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Celeste Pilegard
中科院分区：
文献类型：
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作者：
R. Mayer;Celeste Pilegard
分散注意力原则指出，在教学设计中，包括多媒体教学，重要的是避免那些要求学习者在多种信息来源之间分散注意力并在心理上整合的材料。信息的来源应该是物理上和时间上的结合，以减少不必要的指代搜索，从而减少外部认知负荷。孤立的信息来源是否可理解，信息的元素互动性是否高，这不仅取决于教学材料，还取决于学习者的特征。认知负荷理论是基于对人类认知结构，特别是工作记忆与长时记忆之间关系的理解而产生的注意分离原则，它提供了基于理论和实验检验的教学指导思想。本章所讨论的那些与注意力分离效应相关的指导原则有可能显著改善多媒体教学。
The split-attention principle states that in the design of instruction, including multimedia instruction, it is important to avoid materials that require learners to split their attention between, and mentally integrate, multiple sources of information. The sources of information should be both physically and temporally integrated in order to reduce unnecessary search for referents and so reduce extraneous cognitive load. Whether sources of information are intelligible in isolation, and whether the information is high in element interactivity, depends not only on the instructional material, but also on learner characteristics. Cognitive load theory, which gave rise to the split-attention principle, which is based on an understanding of human cognitive architecture, especially the relations between working and long term memory, provides theory-based and experimentally tested instructional guidelines. Those guidelines that are associated with the split-attention effect and that have been discussed in this chapter have the potential to substantially improve multimedia instruction.