教学视频中前嵌问题与反馈对学习的影响研究  

Effects of in-video questions and answers on learning performance

作　　者：谢耀辉[1] 杨九民[2] 皮忠玲 戴晨艳 刘彩霞[2] Yaohui Xie;Jiumin Yang;Zhongling Pi;Caixia Liu

机构地区：[1]华中师范大学人工智能教育学部国家数字化学习工程技术研究中心,430079 [2]华中师范大学人工智能教育学部,430079 [3]陕西师范大学现代教学技术教育部重点实验室,710062

出　　处：《中国远程教育》2021年第12期63-71,77,共10页Chinese Journal of Distance Education

基　　金：国家自然科学基金面上项目“社会性交互对视频课程教与学影响的认知神经机制与应用研究”(项目编号:61877024);教育部人文社科研究规划基金项目“教学视频中具身线索影响学习的认知神经机制与应用研究”(19XJC880006)的研究成果。

摘　　要：采用眼动实验方法考察教学视频中前嵌问题与反馈设计对注意分配和学习成绩的影响,以及是否存在经验反转效应。49名高先前知识经验学习者与45名低先前知识经验学习者同时学习了含有无前嵌问题、前嵌问题无反馈与前嵌问题有反馈的教学视频。研究发现,前嵌问题无反馈不仅能提高学习者对教学内容的注意程度,还能提高学习成绩。此外,教学视频中前嵌问题与无反馈设计对学习成绩的影响中发生了经验反转效应,即前嵌问题无反馈的教学视频只提高了低知识经验学习者的学习成绩,但没有提高高知识经验学习者的学习成绩。研究发现为教学视频的设计策略提供了有益的参考。Using eye-tracking technology,this study set out to investigate the effect of embedded questions and answers in video lectures on learning performance and attention allocation and whether expertise reversal effect exists.The experiment involved 49 learners with high level of prior knowledge and 45 learners with low level of prior knowledge from a university.All participants were asked to watch a video lecture without embedded questions,a video lecture with embedded questions but no answers,and a video lecture with embedded questions and answers.Findings from the experiment show that the video lecture with embedded questions but no answers not only improved the participants’concentration but also enhanced their learning performance.Furthermore,there was an expertise reversal effect on the learning performance whereby video lectures with embedded questions but no answers improved the learning performance of learners with low level of prior knowledge,but not those with high level of prior knowledge.

关 键 词：教学视频 前嵌问题 反馈 先前知识经验 学习成绩 视觉注意 经验反转效应 眼动追踪 

分 类 号：G442[哲学宗教—心理学]