手势追踪能否促进多媒体学习?一项元分析研究

Does Tracing Enhance Multimedia Learning? A Meta-Analysis

多媒体学习者需要将文本与图片中的相应元素联系起来,才能取得较好的学习效果。手势追踪就是帮助学习者将文本和图片元素进行有效联结的一种手段。关于手势追踪能否提高多媒体学习效果的问题,仍没有一致的结论。本研究采用元分析方法,研究手势追踪对多媒体学习者学习效果、认知负荷和学习动机的影响。共纳入文献16篇,总样本量1090人,生成了58个效应量。结果显示,手势追踪可以促进保持成绩(g = 0.64)和迁移成绩(g = 0.44),提高解题速度(g = −0.42),降低内在认知负荷(g = −0.40)和外在认知负荷(g = −0.40),但对相关认知负荷(g = 0.14)和学习动机(g = 0.46)没有显著影响。此外,手势追踪对多媒体学习效果的影响在一定程度上受被试性别、年龄,学习材料的知识类型、可视化类型、学习时长,以及问卷类型的调节。

The multimedia learners need to relate the words of the text to the corresponding elements in the image to achieve better learning effect. Tracing is a means of helping multimedia learners to make effective contact with them. Prior studies on the effects of tracing have shown inconsistent findings. In this study, we conducted the meta-analysis to address whether tracing in multimedia learning can influence learning performance, cognitive load and learning motivation. We found 16 articles met the inclusion criteria, 58 effect sizes (1090 participants). The results indicated tracing can im-prove learners’ retention performance (g = 0.64) and transfer performance (g = 0.44), shorten re-sponse time (g = −0.42), reduce intrinsic cognitive load (g = −0.40) and extraneous cognitive load (g = −0.40), but no significant impact on the germane cognitive load (g = 0.14) and learning motivation (g = 0.46). In addition, tracing effect is subject to the gender, age, the knowledge type, the visual type, the learning length, and the questionnaire type.