增强现实多媒体学习的心理特征和心理机制

Psychological Characteristics and Psychological Mechanism of Augmented Reality Multimedia Learning

增强现实(augmented reality,AR)技术因其所具备的便利性、真实性、交互性和实用性等优点,近年来在学习科学领域被广泛运用,并取得了显著成效。针对学业情绪导致的学习效率下降问题,AR学习的多元信息化设计可以激发学生的积极情绪,提升学生的学习效率。文章从AR多媒体学习的界定出发,通过学习情境化、高互动性和高反馈性、学习主动性的提升和高心理沉浸性等角度对AR多媒体学习的心理特征进行了分析。激发学习兴趣、调动学习动机,减轻认知负荷、促进元认知加工,优化学生能力生成的路径和效果是AR多媒体学习的主要心理机制。同时,文章从限制伪智慧课堂、加强教师AR教学设计培训,技术融合升级、克服“双重短缺”,探索适应“双线学习”的AR应用新模式角度指出了AR多媒体学习在应用中的不足与展望。文章为AR多媒体技术在教育心理领域的拓展提供了积极借鉴。

Because of its advantages of convenience,authenticity,interactivity,and practicability,augmented reality(AR)has been gradually extended to the field of learning science and achieved some results.Focusing on the problem of declining learning efficiency caused by academic emotions,the multi-information design of AR learning can promote the stimulation of students’internal positive emotions and achieve the purpose of efficient learning.Based on the definition of AR multimedia learning,this paper analyzes the psychological characteristics of AR multimedia learning from the perspectives of learning context,high interaction and feedback,improvement of learning initiative,and high psychological immersion.Enhancing learning interest,stimulating internal learning motivation,reducing cognitive load,promoting metacognitive processing,and optimize the path and effect of student ability generation are the main psychological mechanisms of augmented reality multimedia learning.From the perspectives of restricting pseudo-wisdom classroom,strengthening the training of AR teaching design for teachers,having technology integration and upgrade,overcoming the“double shortage”,and exploring a new AR application mode suitable for“double-line learning”,the study pointed out the shortcomings and prospects of AR multimedia learning in the application,and it provided a positive reference for the expansion of AR multimedia technology in the field of educational psychology.