双重情绪设计对多媒体学习影响的眼动研究:学习者认知风格的作用

The Influence of Dual Emotional Design on Multimedia Learning:The Effect of Learner’s Cognitive Style

情绪设计对于多媒体学习的影响已成为多媒体学习领域的研究热点,但研究结果之间还存在不一致,有待于进一步探究其中的调节变量。本研究探讨了学习者认知风格对于图、文双重情绪设计效果的调节作用。结果表明:(1)彩色、积极情绪文本都没有诱发多媒体学习者的积极情绪。(2)在保持成绩方面,当情绪设计是非彩色积极文本时,言语型学习者显著高于表象型学习者;当情绪设计是彩色中性文本时,表象型学习者显著高于言语型学习者。(3)眼动数据结果表明:在文本区停留时间上,当情绪设计是非彩色积极文本时,言语型学习者在文本区的停留时间显著长于表象型学习者;当情绪设计是彩色中性文本时,表象型学习者在文本区的停留时间长于言语型学习者。

The influence of emotional design on multimedia learning has become a research hotspot in the field of multimedia learning,but the results are still inconsistent and the moderating variables need to be further explored.This study explored the moderating effect of learners’cognitive style on the effect of dual emotional design.The results shows that:(1)Neither color nor positive emotion text induces positive emotions of learners.(2)In terms of retention performance,when emotional design is non-color positive text,the performance of verbal subjects is significantly higher than that of visual subjects.When the emotional design is color neutral text,the retention performance of the visual subjects is higher than that of the verbal subjects.(3)The results of the dwell time of the text area data show that when the emotional design is non-color positive text,the verbal subjects are significantly longer than the visual subjects;when the emotional design is color neutral text,the visual subjects are longer than verbal subjects.