矛盾与策略:数字化学习中基于外在认知负荷的学习分析

Contradictions and Strategies: Learning Analytics Based on Extrinsic Cognitive Load in Digital Learning

新兴技术在教育中的运用推动着面向数字化学习情境的认知负荷理论发展,为破解“现有认知负荷理论中外在认知负荷强调教学设计应避免添加任何与学习无关的因素,以防止工作记忆负荷超载而导致学习效果下降”与“数字化学习中因添加了数字化元素,虽造成一定外在认知负荷却促使学习效果上升”之间的矛盾,研究首先从交互式学习媒体、不流畅效应、虚拟现实情境和冗余元素四种数字化元素出发对现有矛盾现象进行探讨。其次提出规避矛盾的两步解决策略:(1)将学习动机纳入相关认知负荷中利用成本收益模型观点解释;(2)所诱发的学习动机需作用于学习任务及以学习目标为导向。利用该策略修正现有认知负荷理论,研究期望能在最大限度减小外在认知负荷的同时拥抱新兴技术。

The application of emerging technologies in education promotes the development of cognitive load theory oriented to digital learning environments. In order to resolve the contradiction between "the existing cognitive load theory, which emphasizes that instructional design should avoid adding any factors unrelated to learning in order to prevent the learning effect from decreasing due to the overload of working memory" and "the digital learning, which causes a certain external cognitive load but promotes the learning effect due to the addition of digital elements", this study firstly discusses the existing contradictions from four digital elements: interactive learning media, disfluency effects, virtual reality situations, and redundant elements. Secondly, a two-step strategy to avoid the contradiction is proposed:(1)integrating learning motivation into the relevant cognitive load and explaining it from the perspective of the cost-benefit model;(2)the induced learning motivation acting on the learning task, and being oriented by the learning goal. By using this strategy to modify the existing cognitive load theory, this study expects to embrace emerging technologies while minimize extrinsic cognitive load.