装饰图片影响多媒体学习的眼动研究  

The Effects of Seductive Illustrations on Multimedia Learning:An Eye Movement Study

作　　者：龚少英[1,2] 段婷[1,2] 王福兴[1,2] 周宗奎[1,2] 卢春晓[1,2] 

机构地区：[1]青少年网络心理与行为教育部重点实验室,武汉430079 [2]华中师范大学心理学院,武汉430079

出　　处：《心理发展与教育》2014年第4期403-410,共8页Psychological Development and Education

基　　金：教育部人文社科项目(13YJA190005);国家自然科学基金青年项目(31300864);中央高校基本科研业务费协同创新重大项目:基于教育信息服务的社交网络建构关键技术研究

摘　　要：为探讨装饰图片对多媒体学习效果和认知加工过程的影响,本研究采用眼动仪追踪30名低知识经验大学生在有装饰图片和无装饰图片条件下学习多媒体课件的视觉注意过程。结果发现:(1)有装饰图片组的保持和迁移成绩显著低于无装饰图片组;(2)有装饰图片组被试在认知兴趣图的注视次数、文本与认知兴趣图之间的注意转换次数显著少于无装饰图片组;(3)在装饰图片组内,80%学习者报告被装饰图片吸引,并回忆出与装饰图片有关的先前知识经验。这些结果表明,装饰图片干扰学习者对主要学习内容的记忆与理解;装饰图片可能主要通过干扰学习者对主要学习内容的一致性理解以及激发不恰当的先前知识经验而阻碍学习。This study aimed to explore the effects of seductive illustrations on performance and cognitive processes by using eye movement to track thirty low prior knowledge learners＂ process of visual attention during muhimedia learning with or without seductive illustrations. Findings revealed that relative to learners in the non-seductive illustration condition, learners in the seductive illustration condition （ 1 ） recalled significantly fewer main ideas and generated fewer problem-solving solutions, （2） got fewer number of fixations in cognitive interest illustrations and also fewer attention switches between text and cognitive interest illustrations. Moreover, in the seductive illustration condition, 80% learners reported attracted to seductive illustrations, and recalled prior knowledge related to seductive illustrations. The results indicate that seductive illustrations may interfere students＂ memory and understanding of the main content by disrupting the coherent understanding of the materials and by priming inappropriate prior knowledge around seductive illustrations.

关 键 词：多媒体学习 装饰图片 眼动 

分 类 号：G442[哲学宗教—心理学]