【作 者】：
马云飞， 郑旭东， 刘 慧， 赵 冉
【关 键 词 】：
视频学习； 线索； 自我解释； 眼动追踪； 深度学习
【栏 目】：
学习环境与资源
【中文摘要】：
数字时代，以多感官表征设计与呈现的视频已成为常见的数字化学习资源。相关理论表明，当学习者视频学习时运用线索与自我解释策略，可能会产生积极的学习效果。为此，文章采用2（图像线索vs.文本线索）×2（预测提示vs.反省提示）的被试间实验设计，以检验线索与自我解释策略对学习者注意力分配、自我解释质量、学习成绩和认知负荷的影响。通过对48名学习者的眼动数据、编码数据、学习成绩和量表数据分析发现：（1）图像线索与反省提示结合使用，显著利于学习者的注意力投入和进行目标驱动的自我解释；（2）文本线索比图像线索更利于提高学习者的视频学习成绩；（3）反省提示对学习者的认知负荷影响要显著高于预测提示，主要表现在时间需求和受挫程度两方面。未来在学习视频设计与应用时，应综合考虑学习内容类型和学习者年龄认知差异，灵活采用线索策略，合理使用反省提示，以平衡学习者的注意力投入与认知负荷。
【英文摘要】：
In the digital era, videos designed and presented with multisensory representations have become a common digital learning resource. Relevant theories have shown that cues and self-explanation strategies may produce positive learning effects when applied by learners during video learning. Therefore, this study adopts 2 (visual cues vs. textual cues) × 2 (prediction prompts vs. reflection prompts) between-subjects experimental design to examine the effects of cues and self-explanation strategies on learners' attention distribution, self-explanation quality, learning performance and cognitive load. Through the analysis of eye-movement data, coding data, learning performance and scale data from 48 learners, the results indicates that: (1) the combination of visual cues and reflection prompts is significantly conducive to learners' attention engagement and goal-driven self-explanation; (2) textual cues are more conducive to promote learners' video learning performance than visual cues; (3) the impact of reflection prompts on learners' cognitive load is significantly higher than that of prediction prompts, mainly in terms of both time demands and frustration level. When designing and applying learning videos in the future, we should take into account the type of learning content and learners' cognitive differences, flexibly adopt cueing strategies and reasonably use reflection prompts to balance learners' attention engagement and cognitive load.