【作 者】：
王 雪， 高泽红， 张 蕾， 王志军
【关 键 词 】：
教学视频； 价值诱导； 学业情绪； 视觉认知； 脑认知
【栏 目】：
学习环境与资源
【中文摘要】：
学习者对学习内容价值的评估将直接影响其学业情绪、学习投入度及学习效果，故价值诱导对促进视频学习具有重要的潜在价值。基于此，文章借助眼动仪、脑波仪、情绪测试仪和量表采集112名大学生的视觉认知、脑认知、主观价值评估、学业情绪和学习效果的多模态数据，深入分析价值诱导对视频学习的影响机制。结果表明，在低任务难度的视频学习中，价值诱导能有效提升学习者的认知投入度，表现为总注视次数的提升和大脑放松度的降低，并能有效诱发学习者的积极情绪，进而改善其学习效果；价值诱导对高任务难度视频学习的促进效果不明显。结构方程模型分析发现，价值诱导促进视频学习的作用路径有四条：“价值诱导—总注视次数—结果性积极情绪”“主观价值评估—结果性积极情绪”“价值诱导—总注视次数—学习效果”“主观价值评估—学习效果”。基于上述结果，提出两条价值诱导促进视频学习的策略：合理设置任务难度，以有效融入价值诱导；渗透价值诱导因素，以促进情感和认知投入。
【英文摘要】：
Learners' evaluation of the value of learning contents will directly affect their academic emotions, learning engagement and learning outcomes, so value induction has important potential value in facilitating video leaning. Based on this, this paper collects the multi-modal data of visual cognition, brain cognition, subjective value assessment, academic emotion and learning outcomes from 112 college students with the help of an eye-tracker, an EEG, an emotion tester, and scales, and analyzes the impact mechanism of value induction on video learning deeply. The results show that in video learning with low task difficulty, value induction can effectively increase learners' cognitive engagement, which is identified by the increase in total fixation times and the decrease in brain relaxation, and can effectively stimulate learners' positive emotions, thus improve their learning outcomes. The value induction has no significant effects on video learning with high task difficulty. The analysis of structural equation model reveals four paths for value induction to facilitate video learning: "value induction—total fixation times—consequential positive emotions", "subjective value assessment—consequential positive emotions", "value induction— total fixation times—learning outcomes", "subjective value assessment-learning outcomes". Based on the above results, two strategies are proposed: setting the difficulty of the task reasonably to integrate value induction effectively; infusing value-inducing factors to promote emotional and cognitive engagement.