Taxipulati Sayipujiamali, Lu Hai-Dong
School of Psychology, Northeast Normal University, Changchun, China.
Front Psychol. 2021 Dec 9;12:706821. doi: 10.3389/fpsyg.2021.706821. eCollection 2021.
This study investigated the content of feedback (adaptive, elaborated, and knowledge of correct response, KCR) and time (Immediate and Delayed) influences on multimedia learning of college students. Students from the Northeast Normal University ( = 157) were randomly assigned to one of the six experimental conditions. We tried to explain the influence mechanisms of different feedback effects through subjectively reported motivation, cognitive load, and eye movement trajectory during the feedback period. The results showed that (1) different feedback methods in terms of feedback time and feedback content have significantly different effects on scores. Among them, scores of the immediate feedback group were significantly higher than those of the delayed feedback group, and the scores of the adaptive feedback (AF) group were significantly higher than those of the elaborated feedback (EF) group and the knowledge of the correct response feedback group. (2) Different types of feedback contents have significantly different effects on motivation. The motivation scores reported by the AF group and EF group were significantly higher than those reported by the knowledge of the correct response feedback group. (3) Different feedback methods in terms of feedback time and feedback content had significantly different effects on subjective germane cognitive load reports. Among them, the germane cognitive load score of the immediate feedback group was significantly higher than that of the delayed feedback group. The germane cognitive load scores reported by the AF group were significantly higher than those reported by the EF group and knowledge of the correct response feedback group. (4) The germane cognitive load plays a partial mediating role between the AF and post-test scores. (5) Different feedback methods in feedback time have different effects on eye movement fixation trajectory, which shows that the subjects in the immediate feedback group were significantly less than those in the delayed feedback group in fixation count and fixation time in the interest area of the stem. (6) Consistent with our hypothesis, different feedback methods in feedback content have different effects on eye movement trajectory. In summary, the results show that the AF initiated in this study has a positive effect on multimedia learning of college students; it not only provides empirical evidence for cognitive load theory but also helps educators design adaptive learning feedback according to responses of students.
本研究调查了反馈内容（适应性反馈、详细阐述性反馈和正确反应知识反馈）以及反馈时间（即时反馈和延迟反馈）对大学生多媒体学习的影响。来自东北师范大学的157名学生被随机分配到六个实验条件之一。我们试图通过主观报告的动机、认知负荷以及反馈期间的眼动轨迹来解释不同反馈效果的影响机制。结果表明：（1）在反馈时间和反馈内容方面，不同的反馈方式对成绩有显著不同的影响。其中，即时反馈组的成绩显著高于延迟反馈组，适应性反馈（AF）组的成绩显著高于详细阐述性反馈（EF）组和正确反应知识反馈组。（2）不同类型的反馈内容对动机有显著不同的影响。AF组和EF组报告的动机得分显著高于正确反应知识反馈组报告的得分。（3）在反馈时间和反馈内容方面，不同的反馈方式对主观相关认知负荷报告有显著不同的影响。其中，即时反馈组的相关认知负荷得分显著高于延迟反馈组。AF组报告的相关认知负荷得分显著高于EF组和正确反应知识反馈组。（4）相关认知负荷在AF与后测成绩之间起部分中介作用。（5）反馈时间方面不同的反馈方式对眼动注视轨迹有不同影响，这表明即时反馈组的受试者在题干兴趣区域的注视次数和注视时间显著少于延迟反馈组。（6）与我们的假设一致，反馈内容方面不同的反馈方式对眼动轨迹有不同影响。总之，结果表明本研究中启动的AF对大学生的多媒体学习有积极影响；它不仅为认知负荷理论提供了实证依据，还帮助教育工作者根据学生的反应设计适应性学习反馈。
