想象策略能促进多媒体的学习么?元分析的视角

A meta-analysis of the effects of imagination strategy on multimedia learning

想象策略,即要求学习者在脑海中生成学习的内容,是一种重要的学习策略,但它对学习是否具有积极的影响目前研究结论尚不一致。本研究采用元分析技术,以保持、理解、迁移、花费时间和认知负荷作为结果变量,探究想象策略对学习的影响,并通过将学习材料是否可见、想象策略使用时机和被试年龄段作为调节变量以探索想象策略的边界条件。通过文献筛选,最终选定了20篇论文,生成了65个效应量。结果发现,想象策略可以提高保持、理解和迁移的成绩,但对学习时间和认知负荷的影响不显著。调节效应分析发现:想象策略在一定程度上受到材料可见性的影响,在材料可见的情况下,想象策略对学习有积极的影响,但当材料不可见时,想象策略对学习有消极的影响。

Learning by imagining,which refers to learners forming mental images corresponding to learning materials in their minds,is an important learning strategy.But whether the imagination strategy positively impacts multimedia learning has yet to be consistent.In this study,we conducted a meta-analysis to explore whether the imagination strategy can affect learning performance,time spent,and cognitive load.Moreover,we further explored several moderators(i.e.,learning material visibility,timing of imagination strategy,and learner’s age)that may have contributed to the boundary conditions of the imagination strategy.We found 20 articles met the inclusion criteria and generated 65 effect sizes.The results of the meta-analysis indicated that the imagination strategy could facilitate learning performance(i.e.,retention,comprehension,and transfer).But it had no significant effect on learning time and cognitive load.Furthermore,moderator analysis found that the learning material visibility moderated the impact of imagination strategy.When the material was visible,the imagination strategy could positively impact learning.But when the material was not visible,the imagination strategy had a negative impact on learning.