教学设计中的成绩表现和心流体验:基于认知负荷视角

The Learning Performance and Flow Experience in Instructional Design,Based on Cognitive Load Theory

教学设计是为优化教学效果而形成的教学实施方案。为提高学习表现,认知负荷理论认为在组织教学设计时需考虑内、外认知负荷两大因素,但少有研究关注学生在学习过程中的体验。本研究通过单词复合性操纵内在负荷,通过呈现方式操纵外在负荷,探究两类负荷对心流体验及表现的影响。结果发现,内在负荷对心流及表现均有影响,外在负荷仅在低水平组表现出对心流及表现的影响,另外内外负荷在低水平组的表现上存在交互作用。结果表明,教学设计中的内在负荷是影响心流及表现的稳定因素,外在负荷不仅受知识水平影响,其对表现的有效性还受内在负荷的调节。

Instructional design is a teaching plan which guarantees teaching efficiency and progressing.To improve learning performance,cognitive load theory implies that there are two broads of sources that need to be considered when designing instruction:intrinsic and extraneous cognitive loads.However,less research has focused on learner’s emotion or feeling during the learning process.As an optimal experience,flow could make learner immersed on learning materials,meanwhile enjoy learning activity and would like to engage in learning activity again.So the current research manipulates both intrinsic and extraneous cognitive load by the type of English vocabulary(compound word and non-compound word),the manner in which the material was presented(text only or text combined with picture)to see whether the instruction design is effective on flow experience and learning performance.The results showed that intrinsic cognitive load had a main effect both in learning performance and flow experience among all participants,while extraneous cognitive load had a main effect in learning performance and a slightly main effect in flow experience only when participants had lower expertise of English.Besides,there was an interaction between two dependent variables in learning performance in lower expertise group.The results indicated that intrinsic cognitive load had a persistent effect on flow experience and learning performance.Beyond that,whether the presentingmode of materials is effective also depends on the amount of intrinsic cognitive load.