Top-down and bottom-up influences on learning from animations
Top-down and bottom-up influences on learning from animations
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DOI：
10.1016/j.ijhcs.2007.06.005
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发表时间：
2007-11-01
影响因子：
5.4
通讯作者：
Hegarty, Mary
中科院分区：
文献类型：
--
作者：
Kriz, Sarah;Hegarty, Mary
为了评估自上而下和自下而上的过程如何有助于从动画展示中学习，我们进行了四个实验，这些实验在动画设计或学习者的先验知识方面有所不同。实验1-3检验了在动画中添加交互性和信号是否有利于学习者发展机械系统的心理模型。尽管学习者使用了交互式控制和信号装置，但他们对系统的理解并不比那些观看没有这些设计特征的动画的学习者更好。此外，大多数参与者对系统的心理模型是不正确的，与动画中显示的信息不一致。实验4测试了领域知识的影响，令人惊讶的是，即使是一些具有高领域知识的学习者最初也构建了错误的心智模型。高知识学习者在多次接触材料后，将自己的心理模型修正为正确的，而低知识学习者则保持错误的模式。这些结果表明，从动画中学习涉及自上而下和自下而上过程之间的复杂相互作用，应该更加强调如何将先验知识应用于解释动画。(c) 2007 Elsevier Ltd.版权所有。
To evaluate how top-down and bottom-up processes contribute to learning from animated displays, we conducted four experiments that varied either in the design of animations or the prior knowledge of the learners. Experiments 1-3 examined whether adding interactivity and signaling to an animation benefits learners in developing a mental model of a mechanical system. Although learners utilized interactive controls and signaling devices, their comprehension of the system was no better than that of learners who saw animations without these design features. Furthermore, the majority of participants developed a mental model of the system that was incorrect and inconsistent with information displayed in the animation. Experiment 4 tested effects of domain knowledge and found, surprisingly, that even some learners with high domain knowledge initially constructed the incorrect mental model. After multiple exposures to the materials, the high knowledge learners revised their mental models to the correct one, while the low-knowledge learners maintained their erroneous models. These results suggest that learning from animations involves a complex interplay between top-down and bottom-up processes and that more emphasis should be placed on how prior knowledge is applied to interpreting animations. (c) 2007 Elsevier Ltd. All rights reserved.