多媒体词汇学习中的行为/眼动证据

Behavior/Eye Movement Evidence in Multimedia Vocabulary Learning

摘要: 根据双重编码理论，多媒体呈现已是目前在线/移动语言学习的主流。但认知负荷的资源限制，使得多媒体呈现与学习效果之间不是稳定的正相关，需要对多媒体组织和呈现方式的学习效果进行量化分析。本文对不同认知负荷的被试在三种学习材料呈现方式下的行为数据和眼动指标进行分析，结果表明认知负荷对被试的视觉注意模式和学习效果均有影响。认知负荷低的高分组被试，可以分配更多的认知资源在单词注视方面，因此眼动注视时间更长，眼跳幅度较大。此外在学习过程中先关注单词区，存在单词区和意思区两个重点的兴趣区，且均较少关注例句区，而且使用图像记忆方式和图形记忆方式的测试正确率较高。

Abstract: According to the dual coding theory, multimedia presentation is currently the mainstream of online/mobile language learning. However, the resource limitation of cognitive load makes the positive correlation between multimedia presentation and learning effect not stable, and it is necessary to quantitatively analyze the learning effect of multimedia organization and presentation methods. This paper analyzes the behavioral data and eye movement indicators of subjects with different cognitive loads in three learning materials presentation methods. The results show that cognitive load has an impact on the subjects’ visual attention patterns and learning effects. Highly grouped subjects with low cognitive load can allocate more cognitive resources to word fixation, so the eye movement fixation time is longer and the eye saccades are larger. In addition, in the learning process, focus on the word area first. There are two key areas of interest, namely, the word area and the meaning area, and less attention is paid to the example sentence area, and the accuracy of the test using the image memory method and the graphic memory method is higher.