The study of strategy for parallel processing of visual and auditory information in the multi-media education environment.

本研究的目的是检验教育媒体，特别是电影/电视，对学习过程的各种影响。为了进一步推进研究，提出了以下三个问题：(1)构建教育研究体系，研究媒介在教学情境中的作用。(2)实验对照视觉信息呈现下眼球运动和瞳孔大小测量系统的研制。(3)学习者处理媒体视觉和听觉信息时的策略分析。首先，在本研究的前期，我们在语言实验室已经配备的响应分析器系统的基础上开发了数据采集系统。通过该系统，可以实时收集学习者对观看教育类电视节目的理解程度或兴趣的评价等数据。其次，利用眼相机装置，我们开发了学习者视觉运动反应的测量系统，即眼球运动和瞳孔反应。我们进行了几个基础实验来评估这个系统，并分析了简单的静止电视图像与这种视觉运动活动之间的关系。第三个问题主要是理论问题。在认知心理学的背景下，我们已经探索了描述媒介与学习相互作用的学习者模型，但目前只有一个具有实验证据的电影识别记忆的局部模型。需要进一步考虑构建更全面的媒体学习过程相互作用模型。

The purpose of this research was to examine various effects of educational media, especially Film/TV, upon learning processes. To progress our research, the following three issues were raised :(1)The construction of educational research system to study media effects in instructional situation.(2)The development of system for measurement of eye movement and pupil size under visual information presentation in experimental controls. (3)The analysis of strategy when learners process both visual and auditory information from media.First, in the early stage of this research, we have developed data acquisition system based on the response-analyzer system which had already been equipped in language laboratory room. With this system, collected were the real-time data, such as the learners'own evaluation for the degree of comprehensions or interests evoked by viewing some educational TV programs. Second, using an eye camera device, we have developed the measurement system of'learner's visuo-motor responses, i. e., eyemovement and pupillary response. Several basic experiments were conducted to evaluate this system as well as to analyze the relationships between simple still TV pictures and such visuo-motor activities. The third issue is chiefly a theoretical one. We have explored learner's models which describe the interaction of media and learning in the context of cognitive psychology, but, at present, only a local model for the recognition memory of motion picture can be proposed with experimental evidence. Further considerations are needed for the construction of more comprehensive model of media-learning process interactions.