多媒体学习的图文整合：空间邻近效应的元分析

Text-Picture Integration in Multimedia Learning:A Meta-Analysis of the Spatial Contiguity Effect

多媒体学习中的空间邻近效应认为,当书页或屏幕上的对应的图像和文本邻近呈现时,要比图文远离呈现更加有利于学习者的学习。本元分析针对Ginns(2006)的不足,增加了近10年最新的研究,以保持测验、迁移测验和主观认知负荷作为结果变量,考察多媒体学习中空间邻近效应的稳定性,以及学习材料特征、学习及测验环境和学习者教育水平等的调节作用。经文献搜索与筛选,有53项研究符合元分析要求,在保持测验、迁移测验、主观认知负荷上分别生成了45个(2000人)、43个(1935人)、11个(645人)独立效应量。主效应检验发现:空间邻近组在保持测验(d_(保持)=0.48)和迁移测验(d_(迁移)=0.39)成绩上均显著高于空间远离组,在主观认知负荷上显著低于空间远离组(d认知负荷=-0.24)。调节效应检验发现:在高交互性材料(d_(高交互)=0.42)、系统步调(d_(系统步调)=0.52)、短时学习(d_(短时)=0.55)等条件下,空间邻近效应对学习的深层理解(迁移测验)能发挥更大的作用;对中小学生学习者(d中小学=0.71),空间邻近效应促进学习识记(保持测验)的效果更好;相对于电子环境,纸质学习环境下(d_(保持)=0.66,d_(迁移)=0.52)的空间邻近效应对保持和迁移测验的促进都更加显著;在主观认知负荷上,学习材料特征、学习及测验环境以及学习者教育水平对空间邻近效应均不存在调节作用。

The spatial contiguity effect shows that people learn more effectively when corresponding texts and pictures are presented close to each other rather than separately （Mayer, 2009）. A meta-analysis based on 53 empirical studies was conducted to investigate the effects of spatial contiguity effect on subjective cognitive load, retention and transfer tests. Consistent with Cognitive Theory of Multimedia Learning （CTML） （Mayer, 2009） , the main effect analysis indicated that participants who learned from spatially contiguous materials outperformed those who were provided with spatially separated materials in both retention test （dretention = 0.48） and transfer test （d fer = 0.39）. Besides, spatially contiguity reduced learners＇ subjective cognitive load （dcognitive load= -0. 24）, which supported Cognitive Load Theory （CLT） （Sweller, 1994）. The moderator analysis revealed that multimedia material characteristics （element interactivity, pacing of presentation, learning duration） affected the spatial contiguity effect on transfer test. Specifically, studies which used materials with high interactivity （dhigh interactivity 0.42）, system-paced presentation （dsystem-presentation = 0.52）, shorter duration （ dshorter duration = 0. 55 ） had larger effect size. Learning condition also had moderator effect on the spatial contiguity effect, learning with printed materials performed better both on retention and transfer tests （d retention = 0.66, d transfer= 0.52） than digital materials. In addition, the spatial contiguity may better enhance retention test when being applied to primary and secondary school students（ dprimaryand daryschool = 0. 71 ）. The subjective cognitive load reduces by spatial contiguity wasn＇t moderated by above factors. The results suggested that spatial contiguity effect could play an important role in text-picture integration of multimedia learning. Moreover, element interactivity, pacing of presentation, learning duration, learning condition and learners＇ educational level should be considered as vital moderators of spatial contiguity effect.