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

这项研究的目的是考察教育媒体，特别是电影/电视对学习过程的各种影响。为推进本研究的进展，本研究提出了以下三个方面的问题：(1)研究教学情境中媒体效应的教育研究体系的构建。(2)实验控制下视觉信息呈现下的眼动和瞳孔大小测量系统的研制。(3)学习者对媒体视觉和听觉信息的加工策略分析。首先，在本研究的前期阶段，我们在语言实验室已经配备的反应分析仪系统的基础上开发了数据采集系统。通过这个系统，收集了实时的数据，如学习者对观看一些教育电视节目的理解程度或兴趣程度的评价。其次，利用眼球摄像装置，研制了学习者视觉运动反应，即眼动反应和瞳孔反应的测量系统。通过几个基本的实验对该系统进行了评估，并分析了简单的静止电视画面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。我们已经在认知心理学的背景下探索了描述媒介与学习交互作用的学习者模型，但目前只有局部模型可以用实验证据来描述运动图像的再认记忆。为了构建更全面的媒体-学习过程互动模型，还需要进一步的考虑。

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.