中英两国学生对于3D动画用于药学教育的视角比较
摘要
一般来讲,好的学习材料应减少无关的认知负荷,帮助新知识理论的形成[1]。Mayer[2]的相关研究表明,信息的呈现方式决定了学生的认知处理程度,不同的干预措施,如传统的幻灯片教学,视频教学,3D动画或虚拟现实视觉在学生学习过程中可能产生不同的结果。一般来讲,将简单的幻灯片用于讲座中的教材,仅限于为学习体验提供良好的环境或促进学生参与和理解。
出处
《中国药物与临床》
CAS
2019年第18期3234-3236,共3页
Chinese Remedies & Clinics
二级参考文献38
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