物理环境对认知负荷和学习的影响：认知负荷新模型探讨

Effects of the Physical Environment on Cognitive Load and Learning:Towards a New Model of Cognitive Load

认知负荷理论框架承认学习环境的作用,然而从理论和实证两个角度看,物理学习环境影响认知负荷的具体特征尚未涉及。本文研究了物理学习环境对认知负荷的影响,认为它是教学有效性的决定因素,同时对帕斯和范梅里恩伯尔20余年前提出的"认知负荷模型"进行更新,将物理学习环境看成是独立的因果要素,与学习者特征、学习任务特征或两者结合后产生互动。本文还探讨了前人有关物理学习环境对认知能力影响的研究,以及对新的认知负荷研究的启发,并对该领域未来研究方向提出了设想。

Although the theoretical framework of cognitive load theory has acknowledged the role of the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environ- ment, and more specifically its effects on cognitive load, can be regarded as a determinant of the effectiveness of in- struction. We present an updated version of the cognitive load model of Paas and Van Merrignboer（ Educational Psy- chology Review, 6：351-371,1994a） , in which the physical learning environment is considered a distinct causal factor that can interact with learner characteristics, learning-task characteristics, or a combination of both. Previous re- search into effects of the physical learning enviromnent on cognitive performance that could inspire new cognitive load research is discussed, and a.future research agenda is sketched.