Analyses of Broadcasting Educational TV Programs and Audience Behaviors

通过编辑Air大学系列讲座中图片、字母和口头陈述的不同组合的各种场景，开发了一种视听测试方法。在不同的测试条件和不同的测试组中，对正确回忆和识别反应的比例进行了评分和比较。在下列条件下，正确回答的比例增加；当信息以多种渠道呈现时；当观众对内容感兴趣，被场景所吸引；当观众认同场景中出现的角色时。随着观众从节目中获得的信息越来越多，他们对节目的总体评价也越来越高，对那些回忆测试分数高于平均水平的观众的评价也越来越稳定。在节目的镜头长度中，制片人的呈现时间与观众的反应时间分布方式相似，这表明在发送者和接收者之间的视觉交流中有一个共同的原则。观看节目时的眼球运动表明，眼点在寻找信息资源，并在周围漂移。移动的部分引导眼球，静止的图片允许不同的个体眼睛扫描模式。通过眼动分析发现，视觉、记忆和识别信息并不是唯一相关的。结合程序和眼球运动分析，我们观察到视觉呈现经常引起眼球斑点，然后是口头解释来证实意思。从媒体特征和学习过程的角度讨论了视觉媒体和建模。讨论了与信息呈现和处理相关的因素，并将其交叉制成表格，以便通过观看电视节目学习时，眼动和输入输出信息分析可以得出可能的信息处理模式。

An audiovisual testing method was developed by editing a various scenes of different combinations of picture, letter and verbal presentations from a lecture series of the University of the Air. The proportions of correct recall and recognition responses were scored and compared with different testing conditions and groups. Under following conditions proportions of correct responses increased; when information is presented in multiple channels; when audience are interested in the content and attracted to the scene; and when audience identified themselves with the characters appearing in the scene. General evaluation made by audience increased in favor of the program as they gain more information from the program, and for those whose recall test scores were above the average indicated a consistent stable evaluation. Presentation times on the side of producer, as shown in shot length of the program, distribute in a similar manner as response times on the side of audience, which suggests a principle working in common in visual communication between the sender and the receiver.Eye movements while watching a program revealed that eye spots seek information resources and drift around them. Moving parts direct the eye spot and still pictures allow a diversed individual patterns of eye-scanning. In view of eye movement analysis it was found that seeing , recalling and recognizing information are not uniquely related. In conjunction with program and eye movement analysis it was observed that visual presentation often induces eye spots and verbal explanation comes after to substantiate the meaning. Visual media and modeling was discussed in terms of media traits and learning processes. Factors related to information presentation and processing were discussed and cross-tabulated so that eye movement and input-output information analysis would yield possible patterns of information processing while learning by viewing a TV program.