文章基本信息

标题：The Effects of Attention Cueing on Visualizers?Multimedia Learning
本地全文：下载
作者：Hui-Yu Yang
期刊名称：Educational Technology and Society
印刷版ISSN：1176-3647
电子版ISSN：1436-4522
出版年度：2016
卷号：19
期号：1
页码：249-262
出版社：IFETS - Attn Kinshuck
摘要：The present study examines how various types of attention cueing and cognitive preference affect learners comprehension of a cardiovascular system and cognitive load. EFL learners were randomly assigned to one of four conditions: non-signal, static-blood-signal, static-blood-static-arrow-signal, and animation-signal. The results indicated that attention cueing yielded similar performance but helped reduce the learners mental load. No interaction effects between cognitive style and the experimental conditions on the learners total score and cognitive load were observed. Both high- and low-visualizers benefited equally well from attention cueing. However, an interaction effect in one subtest was observed indicating that attention cueing can result in learning interference among high-visualizers. Contrary to the hypothesis, the presence of attention cueing did not optimize conceptual understanding.
关键词：Animation; Dual coding; Cognitive preference; Cognitive load; Signaling principle