自我生成教学促进多媒体学习:绘图的作用

Learning by Teaching Promotes the Effect of Multimedia Learning:The Impact of Self-Generated Drawing

近来,教育心理学研究者逐渐关注帮助学习者从被动学习转变为主动建构,重视生成性学习策略的运用。自我生成教学和绘图是促进多媒体学习的两种重要的生成性学习策略。基于生成学习理论和认知负荷理论,探讨叠加使用自我生成教学和绘图策略能否更加有效地促进学习。绘图包括复制绘图、补充绘图和生成绘图三种形式,其生成加工程度依次加深。97名大学生被试被随机分配到复制绘图+教学组、补充绘图+教学组、生成绘图+教学组以及仅教学组。结果发现,复制绘图+教学组、补充绘图+教学组以及仅教学组的保持测验成绩均好于生成绘图+教学组。本研究结果支持认知负荷理论:(1)叠加使用自我生成教学和绘图这两种学习策略不如只使用自我生成教学一种学习策略的学习效果好。(2)叠加两种学习策略的效果受绘图形式的影响,自我生成教学策略叠加复制绘图和补充绘图策略的学习效果优于叠加生成绘图策略。(3)绘图的视觉特征不能影响自我生成教学对学习的促进作用。

Recently,researchers have gradually focused on helping learners change from passive learning to active construction and attach importance to the use of generative learning strategies.Learning by teaching and self-generated drawing are two significant generative learning strategies to promote multimedia learning.Based on the generative learning theory and cognitive load theory,whether learners can perform better by combining self-generated drawing strategies on the basis of using learning-by-teaching strategies when learning multimedia materials.Self-generated drawing includes three forms:non-generated drawing,partly-generated drawing and fully-generated drawing,and the depth of generating processing is deepened in turn.Ninety-seven college students were randomly assigned to a non-generated drawing+teaching group,a partly-generated drawing+teaching group,a fully-generated drawing+teaching group and a teaching-only group.The results showed that the non-generated drawing+teaching group,the partly-generated drawing+teaching group and the teaching-only group performed significantly better than the fully-generated drawing+teaching group in the retention test.Our results support the Cognitive Load Theory:(1)The learning outcome of combining learning-by-teaching strategies and self-generated drawing strategies is better than that of using only the learning-by-teaching strategy.(2)The effect of combining two learning strategies is influenced by the form of drawing,and the learning outcome of combining the learning-by-teaching strategy and non-generated drawing or partly-generated drawing strategy are both better than that of combining the fully-generated drawing strategy.(3)The visual features of drawing cannot affect the promoting effect of learning by teaching and learning outcome.