Role of Image and Cognitive Load in Anatomical Multimedia
Role of Image and Cognitive Load in Anatomical Multimedia
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图像和认知负荷在解剖多媒体中的作用
DOI：
10.1007/978-3-030-43283-6_31
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
T. Wilson
中科院分区：
文献类型：
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作者：
T. Wilson
可视化是解剖学教育的重要组成部分，并出现在市场上的所有软件中。并非所有的可视化方法都是教育工作者使用的方法，可以隐蔽地和显着地影响学生的学习，并根据与解剖理解不直接相关的学习者能力对课程进行分层。通常，好的、坏的或丑陋的可视化的机制是基于美学，而不是施加给学习者的认知负荷。适当使用多媒体原则，包括使用图片，图像和可视化一般将积极影响学生的注意力和学习。本章概述了多媒体学习的组成部分，因为它涉及到在讲座和在线场景中使用可视化。插图和研究表明如何认知负荷可以操纵教学优势。提出了教育工作者如何修改他们目前的材料和实践使用可视化的方法和建议，这将通过减少认知负荷对学习产生积极影响。
Visualizations are an important part of anatomical education and appear in all software on the market. Not all visualization methods are the methods utilized by educators can covertly and significantly impact student learning and stratify the class based on learner abilities that are not directly related to anatomical comprehension. Often, the proposed mechanism for good, bad, or ugly visualizations is on aesthetics, rather than the cognitive load imparted on the learner. The appropriate use of multimedia principles that include using pictures, images, and visualizations in general will positively influence student attention and learning. This chapter outlines components of multimedia learning as it pertains to the use of visualizations in lectures and in online scenarios. Illustrations and research demonstrating how cognitive load can be manipulated to a pedagogic advantage are presented. Approaches and suggestions on how educators might modify their current materials and practice using visualizations are proposed that will positively affect learning through cognitive load reduction.