多媒体学习中的认知与情感——基于认知负荷理论的研究视角
Cognition and Emotion in Multimedia Learning—A Perspective Based on Cognitive Load Theory
DOI: 10.12677/ASS.2023.1212951, PDF,   
作者: 郑千屿：福建师范大学心理学院，福建 福州
关键词: 多媒体学习；认知负荷理论；情绪设计；Multimedia Learning； Cognitive Load Theory； Emotional Design
摘要: 多媒体学习已成为现代教育的主要形式之一，但如何最好地整合情感因素以提高学习效果仍然是一个待解决的问题。本文旨在阐释认知负荷理论的核心概念和机制，将其与情感加工的相关理论和研究相结合，以深入探讨情感在多媒体学习中的作用机制。此研究试图为多媒体学习的情感设计提供理论依据，从认知层面探讨如何更有效地融入情感元素，以优化学习体验和学习效果。
Abstract: Multimedia learning has become one of the main forms of modern education, but how to best in-tegrate emotional factors to improve the learning effect is still a problem to be solved. The pur-pose of this paper is to explain the core concepts and mechanisms of cognitive load theory, and to combine it with the related theories and researches of affective processing, so as to explore the mechanism of emotion in multimedia learning. This study attempts to provide a theoretical basis for the emotional design of multimedia learning, from the cognitive level to explore how to integrate emotional elements more effectively to optimize learning experience and learning effect.
文章引用：郑千屿. 多媒体学习中的认知与情感——基于认知负荷理论的研究视角[J]. 社会科学前沿, 2023, 12(12): 6977-6984. https://doi.org/10.12677/ASS.2023.1212951

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