Signals foster multimedia learning by supporting integration of highlighted text and diagram elements
Signals foster multimedia learning by supporting integration of highlighted text and diagram elements
复制标题
DOI：
10.1016/j.learninstruc.2014.11.002
复制
发表时间：
2015-04-01
影响因子：
6.2
通讯作者：
Eitel, Alexander
中科院分区：
文献类型：
--
作者：
Scheiter, Katharina;Eitel, Alexander
两个实验通过考察视觉注意与学习结果之间的关系，研究了信号如何促进文本和图表的学习。在实验1（N = 55）的学生学习的循环心脏系统从多媒体课程，无论是有或没有信号突出文字图对应。结果表明，学生学习的信号参加了信号（而不是非信号）的信息更频繁，更早地在学习过程中，这些视觉注意力的变化可以解释更好的表现在回答文本的整合问题。实验2（N = 78）复制这些发现与早期注意信号图元素和学习成果;此外，第三个条件进行了调查，信号突出显示图元素，不匹配的文本。结果表明，不匹配的信号只在最初引导注意力，而后来学生更多地注意与文本相对应的信息。不匹配的信号对学习结果没有影响。综上所述，结果表明，信号通过突出特定的文本图表对应关系来帮助学习，而不是通过更普遍地放大图表处理来帮助学习。(C)2014爱思唯尔有限公司版权所有。
Two experiments investigated how signals foster learning from text and diagrams by examining the relationship between visual attention and learning outcomes. In Experiment 1 (N = 55) students learned about the circulatory heart system from a multimedia lesson either with or without signals highlighting text diagram correspondences. Results showed that students learning with signals attended to signaled (but not to non-signaled) information more frequently and earlier during learning; these changes in visual attention could explain better performance in answering text diagram-integration questions. Experiment 2 (N = 78) replicated these findings with respect to early attention on signaled diagram elements and learning outcomes; in addition, a third condition was investigated, where signals highlighted diagram elements that did not match the text. Results showed that mismatched signals guided attention only initially, whereas later on students attended more to information that corresponded to the text. Mismatched signals had no effect on learning outcomes. Taken together, the results suggest that signals aid learning by highlighting specific text diagram correspondences and not by amplifying diagram processing more generally. (C) 2014 Elsevier Ltd. All rights reserved.