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    视频中的交互设计可以促进学习吗? ——基于53项实验与准实验的元分析

    Can Interaction Design in Video Promote Learning?

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【作      者】:

杨九民, 何 静,章 仪,汪 洋, 皮忠玲


【关 键 词 】:

教学视频; 交互设计; 学习效果; 主动学习; 元分析


【栏      目】:

学习环境与资源


【中文摘要】:

交互设计可以增加学习者与学习内容的互动性,从而促进其主动学习,因而在教育领域的重要性日益凸显。然而,交互设计在教学视频中的作用尚存在一定争议。因此,研究纳入53项国内外实证研究进行元分析,系统地分析了交互设计对视频学习的影响。主效应检验结果发现,视频中的交互设计对总注视时间、学习参与度、学习动机、学习满意度、保持成绩、迁移成绩和延迟测试成绩有显著的促进作用,但对认知负荷的影响不显著。研究进一步从交互功能特征、学习者特征、学习材料特征、学习情境特征四个维度进行调节效应分析,结果发现,交互设计的作用受到多种因素影响,如交互类型、先验知识、学科领域、学习步调等。因此,在设计和实施教学视频时,应全面考虑交互设计的本身特性、学习者的个体差异等多方面因素,以更有效地发挥交互设计在教育中的优势。


【英文摘要】:

Interaction design has become increasingly important in education because it can increase the interaction between learners and learning content to promote their active learning. However, the role of interaction design in instructional video is still controversial. Therefore, 53 domestic and foreign empirical studies are selected in this study to conduct a meta-analysis and the impact of interaction design on video learning is systematically analyzed. The results of the main effects test show that the interaction design in video significantly contributes to total gaze time, learning engagement, learning motivation, learning satisfaction, grade retention, learning transfer and delayed test scores, but has no significant effect on cognitive load. The study further analyzes the moderating effect from four dimensions of interactive function characteristics, learner characteristics, learning material characteristics, and learning context characteristics, and finds that the interaction design is influenced by various factors, such as the type of interaction, prior knowledge, subject area, and learning pace. Therefore, when designing and implementing instructional videos, the characteristics of interaction design, individual differences of learners and other factors should be considered comprehensively in order to utilize interaction design in education more effectively


【下      载】:

视频中的交互设计可以促进学习吗? ——基于53项实验与准实验的元分析

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