技术环境下学习科学与教学设计的新发展——访多媒体学习研究创始人Richard Mayer教授

New Developments of Learning Science and Instructional Design in Technological Environment——Interview with Professor Richard E Mayer, Founder of Multimedia Learning

随着信息技术的不断发展,虚拟现实(VR)、增强现实(AR)和人工智能(AI)等新技术在教育领域的应用也越来越多。这些新技术到底对教与学产生什么样的影响,如何更好地使用技术促进教学?笔者赴加州大学圣巴巴拉分校访谈了多媒体学习研究创始人Richard Mayer教授。Mayer教授分享了他在多媒体学习和多媒体教学的发展、新技术环境下的学习者认知和教学设计、多媒体学习研究的建议与未来发展趋势等方面的独到观点,对技术与学习的关系,技术环境下的教学设计,VR和AI等新技术对学习者认知过程与效果的影响,教育神经科学在学习科学和教育科学中的应用,迁移学习和深度学习效果的测量等问题进行了深入分析。Richard Mayer教授是教育学和心理学领域的国际知名学者,美国加州大学圣巴巴拉分校心理学院的杰出教授,任美国心理学会教育心理学分会主席和美国教育研究协会学习与教学分会副主席,曾荣获过教育心理学职业成就的桑代克奖,学习与教学杰出研究的斯克里布纳奖,心理学应用于教育的美国心理学会杰出贡献奖。Mayer教授曾担任《教育心理学家》(Educational Psychologist)期刊的主编和《教学科学》(Instructional Science)期刊的合作主编,并担任12本教育心理学领域期刊的编辑委员会成员。Mayer教授是当代教育心理学领域排名第一的、最具学术生产力的教育心理学家。他发表超过500篇的学术论文,总引用次数已经超过12300次,出版了30余本著作,如《剑桥多媒体学习手册》(Cambridge Handbook of Multimedia Learning)、《数字化学习与教学科学》(e-Learning and the Science of Instruction)、《计算机游戏学习》(Computer Games for Learning),《学习与教学》(Learning and Instruction)等。近年来,Mayer教授的团队专注于将学习科学应用于教育,主要研究认知、教学和技术的交叉,侧重于探究在新技术情境下如何帮助人们学习并将学到的知识迁移到新情境中。现主持多项教育科学研究所(Institute of Education Sciences)、海军研究办公室(Office of Naval Research)和国家科学基金(National Science Foundation)项目,力图通过科学严谨的研究方法,丰富"人是如何学习的"认知理论体系,进而提出基于实证研究的技术情境下的教学设计原则。

With the continuous development of information technology, new technologies such as virtual reality(VR), augmented reality(AR) and artificial intelligence(AI) are increasingly used in education. How do these new technologies affect teaching and learning, and how to better use technology to promote teaching and learning? This article interviewed Professor Richard E Mayer, the founder of multimedia learning. Professor Mayer shared his unique perspectives on the developments in multimedia learning and teaching, learner cognition and instructional design in the new technological environment, and suggestions on multimedia learning research and future development trends and deeply analyzed the relationship between technology and learning, instructional design in the technological environment, and the impact of new technologies such as VR and AI on learners’ cognitive processes and effects, the application of educational neuroscience in learning science and education science, the measurement of transfer learning and deep learning, and so on. Professor Richard E Mayer is an internationally renowned scholar in the field of education and psychology. He is a Distinguished Professor of Psychology at the University of California, Santa Barbara. He served as President of Division Educational Psychology of the American Psychological Association and Vice President of the American Educational Research Association for Division Learning and Instruction. He is the winner of the Thorndike Award for career achievement in educational psychology, the Scribner Award for outstanding research in learning and instruction, and the American Psychological Association’s Distinguished Contribution of Applications of Psychology to Education and Training Award. Professor Mayer is former editor of the Educational Psychologist and former co-editor of Instructional Science, and he serves on the editorial boards of 12 journals mainly in educational psychology. He is ranked 1 st as the most productive educational psychologist in the world in Contemporary Educational Psychology. He is the author of more than 500 publications with a total citation of more than 12300. He has published 30 books such as the Cambridge Handbook of Multimedia Learning, e-Learning and the Science of Instruction, Computer Games for Learning, Learning and Instruction and so on. Professor Mayer and his team’s research interests are in applying the science of learning to education, the intersection of cognition, instruction, and technology and how to help people learn in ways so they can transfer what they have learned to new situations. His current research grants are from the Institute of Education Sciences, Office of Naval Research, and the National Science Foundation. The unifying goal of these projects is to conduct methodologically rigorous studies that yield research-based principles of instructional design in technical environment and contribute to cognitive science theories of how people learn.