摘要
采用元分析的方法考察情绪设计对中小学多媒体学习的影响。对近二十年国内外相关文献进行系统检索和筛选,共纳入9项研究,125个效应量(n=1569),运用CMA 3.0软件进行主效应分析和调节效应分析。研究结果表明:情绪设计对中小学生在多媒体学习中的情绪-动机状态(积极情绪、内在动机)、认知负荷(感知难度、心理努力)和学习效果(保持、理解、迁移成绩)起到显著的积极影响。在中小学段多媒体学习中,学科在情绪设计对积极情绪、迁移成绩的影响中起到显著调节作用;学段在情绪设计对积极情绪、内在动机和迁移成绩的影响中起到显著调节作用。
The study used meta-analysis to investigate the effects of emotional design on multimedia learning in primary and middle schools.A total of 125 effect sizes(n=1569)were collected in the past 20 years,which met the meta-analysis criteria.CMA 3.0 software was used for main effects analysis and moderating effect analysis.The results show that emotional design has a significant positive effect on the emotion and motivation state(positive emotion,intrinsic motivation),cognitive load(perceived difficulty,mental effort)and learning effect(maintenance,comprehension,and transfer performance)of primary and middle school students in multimedia learning.In the multimedia learning of primary and secondary schools,subjects play a significant role in moderating the effect of emotional design on positive emotions and transfer performance.The phrase of study plays a significant role in moderating the effect of emotional design on positive emotions,intrinsic motivation and transfer performance.
作者
王焕然
WANG Huan-ran(Faculty of Psychology,Tianjin Normal University,Tianjin,300387;Anqing No.7 Middle School,Anqing,Anhui,246000)
出处
《贵州师范学院学报》
2024年第10期67-76,共10页
Journal of Guizhou Education University
基金
教育部人文社会科学重点研究基地重大项目“高效率学习过程中情绪调控的作用及其神经机制研究”(22JJD190011)
安庆市2024年度教育科学规划研究课题“‘六维一体’:核心素养视域下普通高中校本课程体系优化的实践研究”(AJKT2024-011)。
关键词
情绪设计
多媒体学习
中小学
元分析
Emotional Design
Multimedia Learning
Primary and Middle Schools
Meta-analysis
