动画式在线教学视频需要呈现字幕吗?——基于大学生学习成绩对比的实验分析

Does Animated Online Teaching Videos Require Presenting Subtitles?——Experimental Analysis based on the Comparison of College Students’Academic Performances

在线教学视频中是否需要添加字幕,是在线教学视频制作需要考虑的一个关键问题。为此,文章以山东省L大学四个专业的74名本科生为研究对象并将其分为无字幕组和有字幕组,要求两组学生分别学习“动画+解说”、“动画+解说+字幕”这两种不同形式的教学视频,并通过控制干扰变量,开展了准实验研究。研究结果表明,在动画式在线教学视频中,字幕呈现在学习成绩上存在显著性差异;无字幕组学生的学习成绩优于有字幕组学生的学习成绩;字幕呈现对学习成绩的影响与学生的专业、性别、在线视频学习经验和先决知识水平等个体因素无关。基于此结果,文章建议在学生学习、教师制作动画式在线教学视频时应尽可能地采用无字幕的形式,以减轻学生认知负荷,提高在线教学的质量。

Whether adding subtitles in online teaching videos or not is a key issue that needs to be considered in the production of online teaching videos.Therefore,this paper took 74 undergraduates from four majors of L University in Shandong Province as research objects and divided them into the subtitled group or the non-subtitled group.The two groups of students were required to learn two different forms of teaching videos of"animation+commentary"and"animation+commentary+subtitles",and carried out quasi-experimental research by controlling the interference variables.The research results showed that in the animated online teaching videos,there was a significant difference in the academic performances of the subtitle presentation;and the academic performances of the students in the non-subtitled group were better than these of the students in the subtitled group.Meanwhile,it was found that the influence of subtitle presentation to academic performances was irrelevant with individual factors such as profession,gender,online video learning experience and prerequisite knowledge level.Based on this result,this paper suggested that the non-subtitled form should be used as much as possible when students were learning or teachers were making animated online teaching videos,in order to reduce students’cognitive load and improve the quality of online teaching.