【作 者】：
李晶，郁舒兰，刘玮
【关 键 词 】：
认知负荷；知识可视化； 信息多维属性； 信息编码； 知识类型
【栏 目】：
理论探讨
【中文摘要】：
文章针对课堂知识量多、结构分散容易导致大学生认知负荷过高而影响学习效果的问题，基于大脑信息加工原理、信息编码过程和信息多维属性，建立了大学生认知负荷结构和知识获取过程，分析了基于多维属性的知识类型与设计元素映射关系，以及降低认知负荷的知识可视化步骤及方法。研究发现：（1）大学生的认知负荷结构包括以认知能力为主的内在负荷、以经验行为为主的相关负荷以及任务、信息和设计负荷融合的外在负荷；（2）知识可视化过程涉及分解多维属性、划分结构特征、分析可视性和创建交互性；（3）多媒体中的颜色、纹理、透明度、形状、布局、方位和位置等可视化元素，主要通过对觉察、分辨、理解、获取和预测能力的调节，降低认知负荷。
【英文摘要】：
Large quantity and decentralized structures of classroom knowledge easily result in high cognitive load of college students, which influences their learning effect. Based on the principles of brain information processing, information encoding process and multi-dimensional attributes of information, this paper establishes the cognitive load structure and knowledge acquisition process of college students, analyzes knowledge types and the mapping relationships of design elements, and the steps and ways of knowledge visualization for lowering cognitive load as well. The study finds that: (1) College students' cognitive load structure is composed of intrinsic load mainly on the basis of cognitive ability, germane cognitive load centering on the experiential behavior and extraneous cognitive load which integrates task, information and design load. (2) Knowledge visualization process involves decomposing multi-dimensional attributes, dividing structure characteristics, analyzing visibility and creating interaction. (3)Visual elements in the multimedia, such as color, texture, transparency, shape, layout, location, and position, can lower the cognitive load by mainly adjusting the ability of detection, identification, understanding, and prediction.