文本的艺术形式对数字化学习影响的研究  

Studying the Effect of Text Artistry on Digital Learning

作　　者：王雪[1] 王志军[1] 李晓楠[1] WANG Xue WANG Zhi-jun LI Xiao-nan

机构地区：[1]天津师范大学教育科学学院,天津300387

出　　处：《电化教育研究》2016年第10期97-103,共7页E-education Research

基　　金：2016年度天津市哲学社会科学规划课题"学习者网络视频学习行为分析及其支持策略研究"(课题编号:TJJX16-006);天津市教育科学"十三五"规划课题"慕课;微课中教学视频的认知加工规律及应用研究"(课题编号:CE3303)

摘　　要：本研究探究数字化学习资源中文本呈现形式的艺术性是否会对学习者的学习行为和效果产生影响。30名大学生使用不同文本艺术性的多媒体课件进行学习,研究者使用Tobii X120眼动仪实时记录学习者的眼动数据,并对其学习效果进行测试。结果表明:对交互文本而言,艺术性交互文本能够帮助学习者快速定位交互文本,引导学习者完成交互功能;学习者的首次进入时间、总注视次数和总注视时间都要显著优于无艺术性交互文本。就内容文本而言,艺术性内容文本能够有效吸引学习者的视觉注意力;学习者的总注视时间和总注视次数显著高于无艺术性内容文本,并且当内容文本的难度较高时,艺术性内容文本能帮助学习者取得更高的学习数量和更好的学习质量。This study was to explore whether the text artistry of digital learning resources could affect learners＇ learning behaviors. While 30 college students were studying using multimedia courseware with different text artistry, we used Tobii X120 to record their eye movement data. We also examined these students＇ learning outcome. Our study indicated that： For interactive text, the artistic styles of text could help learners quickly locate the position of interactive text, and guided them using the interactive function of the courseware; learners＇ first fixation time, total fixation counts, and total fixation duration in artistic interactive text condition were better than that in non-artistic interactive text condition. For content text, artistic text could effectively attract learners＇ visual attention; learners＇ total fixation duration and total fixation counts in artistic content text condition were significantly higher than that in non-artistic content text condition; and, when the content was harder, artistic content text could help learners acquire more learning content and better learning quality.

关 键 词：文本 艺术性 眼动 数字化学习 

分 类 号：G434[文化科学—教育学]