How to make a good animation: A grounded cognition model of how visual representation design affects the construction of abstract physics knowledge
How to make a good animation: A grounded cognition model of how visual representation design affects the construction of abstract physics knowledge
复制标题
如何制作优秀的动画：视觉表示设计如何影响抽象物理知识构建的扎根认知模型
DOI：
10.1103/physrevstper.10.010111
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发表时间：
2014
影响因子：
8.6
通讯作者：
G. Gladding
中科院分区：
文献类型：
--
作者：
Zhongzhou Chen;G. Gladding
视觉表征在物理教学中起着至关重要的作用。然而，由于我们没有一个令人满意的理解如何视觉感知影响的抽象知识的建设，大多数视觉表示在指令中使用的要么创建基于现有的公约或根据教师的直觉，这导致了显着的差异，其有效性。在本文中，我们提出了一个认知机制的基础上扎根的认知，认为视觉感知影响理解激活“知觉符号”：大脑用来构建一个概念的基本认知单位。一个好的视觉表征激活了感知符号，这些符号对于构建被表征的概念是必不可少的，而一个坏的表征则相反。作为概念的证明，我们进行了一项临床实验，参与者收到三个不同版本的多媒体教程教学的电位的积分表达式。这三个版本只是在视觉表征设计的细节上有所不同，其中只有一个版本包含了感知特征，激活了构建“积累”概念所必需的感知符号。在随后的后测试中，接受此版本教程的参与者的表现明显优于接受其他两个版本教程的参与者，这些教程旨在模仿教室中使用的传统视觉表示。
Visual representations play a critical role in teaching physics. However, since we do not have a satisfactory understanding of how visual perception impacts the construction of abstract knowledge, most visual representations used in instructions are either created based on existing conventions or designed according to the instructor’s intuition, which leads to a significant variance in their effectiveness. In this paper we propose a cognitive mechanism based on grounded cognition, suggesting that visual perception affects understanding by activating “perceptual symbols”: the basic cognitive unit used by the brain to construct a concept. A good visual representation activates perceptual symbols that are essential for the construction of the represented concept, whereas a bad representation does the opposite. As a proof of concept, we conducted a clinical experiment in which participants received three different versions of a multimedia tutorial teaching the integral expression of electric potential. The three versions were only different by the details of the visual representation design, only one of which contained perceptual features that activate perceptual symbols essential for constructing the idea of “accumulation.” On a following post-test, participants receiving this version of tutorial significantly outperformed those who received the other two versions of tutorials designed to mimic conventional visual representations used in classrooms.