摘要：
多媒体学习中线索和经验可能在学习过程和效果上具有重要作用。研究控制线索与解说呈现的时间同步性,选取高、低经验大学生被试,采用SMI RED 250记录眼动,探讨同步化线索和经验对多媒体学习过程和效果的影响。结果发现:同步线索条件下测验成绩比非同步线索更高,感知难度更低,对线索区的总注视时间、首次注视时间更长,进入线索区次数和线索区注视点个数更多;高经验者测验成绩比低经验者更好,感知难度更低,但在注视加工上二者没有差异;线索和经验交互作用不显著。结论认为:同步线索更有利于图文整合,降低感知难度,促进注视加工,提高学习成绩;高经验者的经验优势表现在学习效果和主观难度感知上,而非注视加工;同步线索没有弥补低经验者的劣势。
作者机构：
[Liu, Huashan; Wang, Fuxing; Chen, Jiaxue; Hao, Yanbin; An, Jing; Wang, Yuxin; Xie, Heping] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
通讯机构：
[Wang, Fuxing] C;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
关键词：
Human learning;Learning;Metaanalysis;Cognition;Database searching;Schools;Publication ethics;Chemical elements
摘要：
Cueing facilitates retention and transfer of multimedia learning. From the perspective of cognitive load theory (CLT), cueing has a positive effect on learning outcomes because of the reduction in total cognitive load and avoidance of cognitive overload. However, this has not been systematically evaluated. Moreover, what remains ambiguous is the direct relationship between the cue-related cognitive load and learning outcomes. A meta-analysis and two subsequent meta-regression analyses were conducted to explore these issues. Subjective total cognitive load (SCL) and scores on a retention test and transfer test were selected as dependent variables. Through a systematic literature search, 32 eligible articles encompassing 3,597 participants were included in the SCL-related meta-analysis. Among them, 25 articles containing 2,910 participants were included in the retention-related meta-analysis and the following retention-related meta-regression, while there were 29 articles containing 3,204 participants included in the transfer-related meta-analysis and the transfer-related meta-regression. The meta-analysis revealed a statistically significant cueing effect on subjective ratings of cognitive load (d = −0.11, 95% CI = [−0.19, −0.02], p < 0.05), retention performance (d = 0.27, 95% CI = [0.08, 0.46], p < 0.01), and transfer performance (d = 0.34, 95% CI = [0.12, 0.56], p < 0.01). The subsequent meta-regression analyses showed that dSCL for cueing significantly predicted dretention for cueing (β = −0.70, 95% CI = [−1.02, −0.38], p < 0.001), as well as dtransfer for cueing (β = −0.60, 95% CI = [−0.92, −0.28], p < 0.001). Thus in line with CLT, adding cues in multimedia materials can indeed reduce SCL and promote learning outcomes, and the more SCL is reduced by cues, the better retention and transfer of multimedia learning.
期刊：
JOURNAL OF EYE MOVEMENT RESEARCH,2016年9(6) ISSN：1995-8692
通讯作者：
Wang, Fuxing;Hong, Jianzhong
作者机构：
[Wang, Fuxing; Hong, Jianzhong; Duan, Zhaohui] Cent China Normal Univ, Wuhan, Hubei, Peoples R China.;[Wang, FX; Hong, Jianzhong] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan, Hubei, Peoples R China.
通讯机构：
[Wang, FX; Hong, JZ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan, Hubei, Peoples R China.
关键词：
Culture;scene perception;Chinese-African;eye movement
摘要：
Previous cross-cultural studies have found that cultures can shape eye movement during scene perception, but those researches have been limited to the West. This study recruited Chinese and African students to document cultural effects on two phases of scene perception. In the free-viewing phase, Africans fixated more on the focal objects than Chinese, while Chinese paid more attention to the backgrounds than Africans especially on the fourth and fifth fixations. In the recognition phase, there was no cultural difference in perception, but Chinese recognized more objects than Africans. We conclude that cultural differences exist in scene perception when there is no explicit task and more clearly in its later period, and that some differences may be hidden in deeper processes (e.g., memory) during an explicit task.
