Effects of Observing the Instructor Draw Diagrams on Learning From Multimedia Messages
Effects of Observing the Instructor Draw Diagrams on Learning From Multimedia Messages
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DOI：
10.1037/edu0000065
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发表时间：
2016-05-01
影响因子：
4.9
通讯作者：
Mayer, Richard E.
中科院分区：
文献类型：
--
作者：
Fiorella, Logan;Mayer, Richard E.
在4个实验中，参与者观看了一段关于多普勒效应如何工作的简短视频。一些学生一边听口头讲解一边看已经画好的图表，而另一些学生一边听同样的讲解一边看老师实际手绘的图表。然后，所有学生都完成了对材料的记忆和转移测试。实验1表明，低先验知识学习者观看教师绘制图表（观看教师的全身）的迁移测试成绩显著优于观看已绘制的图表（d = 0.58），而高先验知识学习者的迁移测试成绩不显著（d = -0.24）。在实验2中，无论是否有先验知识，观看教师绘制图表（仅观看教师的手）的参与者在迁移测试中的表现显著优于对照组（d = 0.35）。在实验3中，观看图表绘制但没有实际观看教师手的参与者在传递测试中的表现并没有显著优于对照组（d = -0.16）。最后，在实验4中，观察到教师只看到教师的手绘制图表的参与者的表现略微优于观察到教师整个身体绘制图表的参与者（d = 0.36）。总的来说，这项研究表明，观察教师绘制图表促进了学习，部分原因是它利用了多媒体学习的基本原则，并且在绘制过程中教师的手的存在可能提供了一个重要的社会线索，激励学习者理解材料。
In 4 experiments, participants viewed a short video-based lesson about how the Doppler effect works. Some students viewed already-drawn diagrams while listening to a concurrent oral explanation, whereas other students listened to the same explanation while viewing the instructor actually draw the diagrams by hand. All students then completed retention and transfer tests on the material. Experiment 1 indicated that watching the instructor draw diagrams (by viewing the instructor's full body) resulted in significantly better transfer test performance than viewing already-drawn diagrams for learners with low prior knowledge (d = 0.58), but not for learners with high prior knowledge (d = -0.24). In Experiment 2, participants who watched the instructor draw diagrams (by viewing only the instructor's hand) significantly outperformed the control group on the transfer test, regardless of prior knowledge (d = 0.35). In Experiment 3, participants who watched diagrams being drawn but without actually viewing the instructor's hand did not significantly outperform the control group on the transfer test (d = -0.16). Finally, in Experiment 4, participants who observed the instructor draw diagrams with only the instructor's hand visible marginally outperformed those who observed the instructor draw diagrams with the instructor's entire body visible (d = 0.36). Overall, this research suggests that observing the instructor draw diagrams promotes learning in part because it takes advantage of basic principles of multimedia learning, and that the presence of the instructor's hand during drawing may provide an important social cue that motivates learners to make sense of the material.