Mo Chuan-Yu, Wang Chengliang, Dai Jian, Jin Peiqi
School of Education and Music, Sanming University, Sanming, China.
College of Educational Science and Technology, Zhejiang University of Technology, Hangzhou, China.
Front Psychol. 2022 May 12;13:839982. doi: 10.3389/fpsyg.2022.839982. eCollection 2022.
Following the COVID-19 pandemic, online learning has become a new mode of learning that students must adapt to. However, the mechanisms by which students receive and grasp knowledge in the online learning mode remain unknown. Cognitive load theory (CLT) offers instructions to students considering the knowledge of human cognition. Therefore, this study considers the CLT to explore the internal mechanism of learning under the online mode in an experimental study. We recruited 76 undergraduates and randomly assigned them to four groups in which they will watch videos at four different kinds of speed (1.0× or 1.25× or 1.5× or 2× speed). The study observed and analyzed how video playback speed affected students' learning and cognitive load to obtain the following results: (1) Video playback speed significantly influenced the students' learning effect. The best effect was observed at the speed of 1.25× and 1.5×. (2) The speed that affected the learning effect best differed according to the students' learning abilities. High-level group students performed best at the speed of 1.5×, whereas low-level group students performed best at the speed of 1.25×. (3) The 1.5× speed showed significant differences in the learning effect by students' majors. This indicates that the cognitive load of liberal arts students increased greatly at this speed. (4) A change in playback speed has a significant impact on the cognitive load. Accelerated playback speed increases the cognitive load of students. The highest learning effect is observed under medium cognitive load.
在新冠疫情之后，在线学习已成为学生必须适应的一种新的学习模式。然而，学生在在线学习模式下接收和掌握知识的机制仍然未知。认知负荷理论（CLT）从人类认知知识的角度为学生提供指导。因此，本研究在一项实验研究中运用认知负荷理论来探索在线模式下的学习内部机制。我们招募了76名本科生，并将他们随机分为四组，让他们以四种不同的速度（1.0倍或1.25倍或1.5倍或2倍速度）观看视频。该研究观察并分析了视频播放速度如何影响学生的学习和认知负荷，以获得以下结果：（1）视频播放速度显著影响学生的学习效果。在1.25倍和1.5倍速度下观察到最佳效果。（2）根据学生的学习能力，对学习效果影响最佳的速度有所不同。高水平组学生在1.5倍速度下表现最佳，而低水平组学生在1.25倍速度下表现最佳。（3）1.5倍速度在不同专业学生的学习效果上显示出显著差异。这表明文科学生在这个速度下认知负荷大幅增加。（4）播放速度的变化对认知负荷有显著影响。加快播放速度会增加学生的认知负荷。在中等认知负荷下观察到最高的学习效果。
