基于认知负荷水平的学情分析:表征框架与实践路径

Analysis of Learning Situation Based on Cognitive Load Level:Representation Framework and Practical Path

教育数字化转型背景下,学情分析作为基于教育大数据分析诊断结果帮助教师了解学生学习过程的重要手段,是开展精准教学的必要前提,而认知负荷水平一直是衡量学习者个性化学习需求与深度学习发生的重要指标。为了协助学习者调整学习过程中的认知负荷水平进而将认知资源有效投入高阶问题解决过程,该文梳理了学情分析的一般过程,构建了包含数据采集、负荷识别与分析干预三个层级的基于认知负荷水平的学习者学情分析框架。接着,该文通过便携式手环采集了300名学生完成在线测试时的多模态生理数据,应用特征工程方法构建了认知负荷水平识别模型,综合认知负荷水平与学习绩效进行学情状态解读,并设计了学习分析仪表盘呈现学情分析结果与干预建议。该文从认知负荷视角构建了学情分析框架并通过实证研究检验了其可行性,以期为认知负荷相关研究与教学实践提供参考。

Under the background of digital education transformation,learning situation analysis,as an important means of helping teachers understand the learning process of students based on educational big data analysis and diagnostic results,is a necessary prerequisite for carrying out precise teaching.Cognitive load level has always been an important indicator for measuring personalized learning needs and deep learning occurrence of learners.In order to assist learners in adjusting their cognitive load levels during the learning process and effectively investing cognitive resources into higher-order problem-solving processes,this article outlines the general process of learning situation analysis and constructs a learner learning situation analysis framework based on cognitive load levels,which includes three levels:data collection,load identification,and analysis intervention.Subsequently,the article collected multimodal physiological data from 300 students who completed online tests using a portable wristband,and applied feature engineering methods to construct a cognitive load level recognition model.The study status was interpreted by integrating cognitive load levels and learning performance,and a learning analysis dashboard was designed to present the results of the study analysis and intervention suggestions.The article constructs a learning situation analysis framework from the perspective of cognitive load and verifies its feasibility through empirical research,in order to provide reference for research and teaching practice related to cognitive load.