数字化学习中运用多媒体(上)

Using Multimedia for E-learning(Ⅰ)

本文通过回顾12条基于研究的教学设计原则,说明了如何设计计算机辅助多媒体教学材料来促进学习。首先介绍了多媒体原则(根据五个对照实验得到的中值效应量为d=1.67),其主张在计算机辅助教学中,语词和图像同时呈现的效果比只呈现语词的效果要好。无关认知加工做的是和教学目标无关的事情。为了减少无关认知加工,提出的教学原则有聚焦要义(d=0.70)、标记结构(d=0.46)、控制冗余(d=0.87)、空间邻近(d=0.79)和时间邻近(d=1.30)。基本认知加工的功能在于对基本材料进行心理表征。为了调节基本认知加工,提出的教学原则有分段呈现(d=0.70)、预先准备(d=0.46)和双重通道(d=0.72)。生成认知加工的功能是为了建构材料的意义。为了促进生成认知加工,提出的教学原则有个性化(d=0.79)、人声化(d=0.74)和具身化(d=0.36)。部分原则有边界条件,例如有的原则对新手学习者比对专家学习者更有效。

This paper reviews 12 research-based principles for how to design computer-based multimedia instructional materials to promote academic learning,starting with the multimedia principle(yielding a median effect size of d=1.67 based on five experimental comparisons),which holds that people learn better from computer-based instruction containing words and graphics rather than words alone.Principles aimed at reducing extraneous processing(i.e.,cognitive processing that is unrelated to the instructional objective)include coherence(d=0.70),signaling(d=0.46),redundancy(d=0.87),spatial contiguity(d=0.79)and temporal contiguity(d=1.30).Principles for managing essential processing(i.e.,mentally representing the essential material)include segmenting(d=0.70),pretraining(d=0.46)and modality(d=0.72).Principles for fostering generative processing(i.e.,cognitive processing aimed at making sense of the material)include personalization(d=0.79),voice(d=0.74)and embodiment(d=0.36).Some principles have boundary conditions,such as being stronger for low-rather than high-knowledge learners.