Neuroscience Program, Tulane University, New Orleans, LA, 70118, USA.
Tulane Brain Institute, Tulane University, New Orleans, LA, 70118, USA.
Sci Rep. 2023 Mar 28;13(1):5075. doi: 10.1038/s41598-023-32069-7.
Although some researchers recommend minimizing extraneous visual information in multimedia lessons, others have demonstrated that features such as visual cues and instructor videos can enhance learning. However, variability in selective attention skills may influence students' ability to benefit from these additional features. This study investigated links between college students' selective attention skills and their learning from video lessons that varied in the use of visual cues and the instructor video. Learning outcomes depended on both the visual features available and students' effort and selective attention skills. Among students who reported increased effort during the lessons, those with more efficient selective attention benefited most when a single additional feature (i.e., either visual cues or the instructor video) was used. All students, regardless of attention skills, benefited when both visual cues and the instructor were combined. These findings suggest that learning during multimedia lessons may depend on the visual features of the lessons and the student's effort and attention skills.
尽管一些研究人员建议在多媒体课程中尽量减少无关的视觉信息，但也有研究表明，视觉提示和教师视频等功能可以增强学习效果。然而，选择性注意技能的差异可能会影响学生从这些附加功能中受益的能力。本研究调查了大学生选择性注意技能与他们从使用视觉提示和教师视频的视频课程中学习之间的联系。学习成果取决于可用的视觉特征以及学生的努力和选择性注意技能。在报告课程中增加努力的学生中，当仅使用一个额外的功能（即视觉提示或教师视频）时，具有更高效率选择性注意技能的学生受益最大。无论注意力技能如何，当同时使用视觉提示和教师时，所有学生都受益。这些发现表明，多媒体课程中的学习可能取决于课程的视觉特征以及学生的努力和注意力技能。
