多媒体学习中线索原则是否存在经验逆转效应?——来自两项元分析的证据  

Is There an Expertise Reversal Effect of Signaling Principle in Multimedia Learning?Evidences from Two Meta-Analyses

作　　者：赵婷婷 杨晓梦 张洋 王燕青 谢和平 王福兴[1] ZHAO Tingting;YANG Xiaomeng;ZHANG Yang;WANG Yanqing;XIE Heping;WANG Fuxing(School of Psychology,Central China Normal University,Wuhan 430079;School of Psychology,Nanjing Normal University,Nanjing 210000)

机构地区：[1]华中师范大学心理学院,武汉430079 [2]南京师范大学心理学院,南京210000

出　　处：《心理与行为研究》2021年第1期22-29,共8页Studies of Psychology and Behavior

基　　金：国家自然科学基金面上项目(31771236)。

摘　　要：经验逆转效应指出,对低先备知识者学习有积极作用的教学设计可能对高先备知识者无效,甚至有消极影响。本研究分别对高、低先备知识者进行关于线索对其学习过程中主观认知负荷及学习结果影响的元分析,检验线索原则是否存在经验逆转效应及认知负荷理论能否解释线索原则的经验逆转效应。结果表明,线索能降低低先备知识者学习过程中的主观认知负荷并促进其学习表现;但线索对高先备知识者认知负荷及学习成绩的总效应均不显著。结合元分析结果,本研究证明了在多媒体学习环境下线索原则存在部分经验逆转,且部分支持了线索原则经验逆转效应的认知负荷理论解释。The expertise reversal effect suggests that novices should benefit from some of the principles of instructional design,whereas experts may not.The present two meta-analyses tested the effects of signal on learning performance and subjective cognitive load in more and less prior knowledge learners.The results revealed that for learners with less prior knowledge(Meta-analysis 1),signaling could significantly promote their learning performance,and reduce the subjective cognitive load.However,regarding to learners with high prior knowledge,the effectiveness of signaling on subjective cognitive load and learning performance was non-significant(Meta-analysis 2).Together,the expertise reversal effect of signaling principle was supported in multimedia learning,and the explanation based on cognitive load theory was supported in part.

关 键 词：线索原则 经验逆转效应 认知负荷理论 多媒体学习 

分 类 号：B842[哲学宗教—基础心理学]