Lin Yi-Chun, Liu Tzu-Chien, Kalyuga Slava
Department of Educational Psychology and Counseling, National Taiwan Normal University, 162, HePing East Road, Section 1, Taipei, Taiwan.
Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, 162, HePing East Road, Section 1, Taipei, Taiwan.
Instr Sci. 2022;50(6):863-877. doi: 10.1007/s11251-022-09600-w. Epub 2022 Oct 27.
Learner control of video presentations by using pause buttons or timeline scrollbars was suggested as helpful for learning from sources of transient information such as dynamic visualizations and spoken words. However, effective learner control could be difficult to attain without sufficient instructional support. This study developed strategies for facilitating processing and integration of transient information based on cognitive load theory by providing learners with explicit guidance in when and how to use pausing and timeline scrollbars while watching instructional videos. A single-factor between-subjects experiment was conducted to examine the effects of the proposed strategies. Ninety undergraduates were randomly assigned to one of three groups - strategy guidance group (learners were provided with guidance in strategies), learner control group (learners were allowed to control the video but without any guidance in strategies), and continuous presentation group (without any learner control mechanism). The results revealed that compared to the learner control group, the strategy guidance group had a greater number of pauses and scrollbacks on the timeline, demonstrated significantly better performance in the immediate comprehension test and higher performance efficiency in the immediate recall and comprehension tests. Compared to the continuous presentation group, the strategy guidance group demonstrated significantly better performance in the immediate recall and comprehension tests and higher performance efficiency in both these tests, as well as better performance in the delayed recall test and higher performance efficiency in the delayed recall test.
有人提出，学习者通过使用暂停按钮或时间轴滚动条来控制视频演示，有助于从动态可视化和语音等瞬态信息源中学习。然而，如果没有足够的教学支持，有效的学习者控制可能难以实现。本研究基于认知负荷理论，通过在学习者观看教学视频时，就何时以及如何使用暂停和时间轴滚动条提供明确指导，制定了促进瞬态信息处理和整合的策略。进行了一项单因素被试间实验，以检验所提出策略的效果。90名本科生被随机分配到三组中的一组——策略指导组（为学习者提供策略指导）、学习者控制组（允许学习者控制视频，但没有任何策略指导）和连续呈现组（没有任何学习者控制机制）。结果显示，与学习者控制组相比，策略指导组在时间轴上的暂停和回滚次数更多，在即时理解测试中的表现显著更好，在即时回忆和理解测试中的表现效率更高。与连续呈现组相比，策略指导组在即时回忆和理解测试中的表现显著更好，在这两项测试中的表现效率更高，在延迟回忆测试中的表现也更好，在延迟回忆测试中的表现效率更高。
