双重情绪设计对多媒体学习影响的眼动研究:学习者认知风格的作用

郑玉玮; 张田田; 李辉; 宋晓宇

双重情绪设计对多媒体学习影响的眼动研究:学习者认知风格的作用

1. 济南大学教育与心理科学学院, 济南 250022;
2. 中共诸暨市委党校, 绍兴 312000

基金项目:

济南大学教学研究项目“双一流背景下应用心理学专业本科生科研能力培养机制研究”(JZC2036)

山东省社科规划研究项目“基于小学生的中文复合词构词结构加工的认知和干预机制研究”(22CYYJ16)

详细信息

中图分类号: G44
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- 文章访问数: 295
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- 被引次数: 0
出版历程
- 收稿日期: 2022-07-02
- 网络出版日期: 2022-12-29

The Influence of Dual Emotional Design on Multimedia Learning: The Effect of Learner's Cognitive Style

摘要

摘要: 情绪设计对于多媒体学习的影响已成为多媒体学习领域的研究热点，但研究结果之间还存在不一致，有待于进一步探究其中的调节变量。本研究探讨了学习者认知风格对于图、文双重情绪设计效果的调节作用。结果表明：（1）彩色、积极情绪文本都没有诱发多媒体学习者的积极情绪。（2）在保持成绩方面，当情绪设计是非彩色积极文本时，言语型学习者显著高于表象型学习者；当情绪设计是彩色中性文本时，表象型学习者显著高于言语型学习者。（3）眼动数据结果表明：在文本区停留时间上，当情绪设计是非彩色积极文本时，言语型学习者在文本区的停留时间显著长于表象型学习者；当情绪设计是彩色中性文本时，表象型学习者在文本区的停留时间长于言语型学习者。
- 情绪设计 /
- 多媒体学习 /
- 认知风格 /
- 眼动
Abstract: The influence of emotional design on multimedia learning has become a research hotspot in the field of multimedia learning, but the results are still inconsistent and the moderating variables need to be further explored. This study explored the moderating effect of learners' cognitive style on the effect of dual emotional design. The results shows that: (1) Neither color nor positive emotion text induces positive emotions of learners. (2) In terms of retention performance, when emotional design is non-color positive text, the performance of verbal subjects is significantly higher than that of visual subjects. When the emotional design is color neutral text, the retention performance of the visual subjects is higher than that of the verbal subjects. (3) The results of the dwell time of the text area data show that when the emotional design is non-color positive text, the verbal subjects are significantly longer than the visual subjects; when the emotional design is color neutral text, the visual subjects are longer than verbal subjects.
- emotional design /
- multimedia learning /
- cognitive style /
- eye movement

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参考文献(22)

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