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Effects of Progressive Visuospatial Cues on EFL Learners’ Processing of Animated Visualizations Through Mobile Device
International Journal of Human-Computer Interaction ( IF 4.7 ) Pub Date : 2019-10-13 , DOI: 10.1080/10447318.2019.1677037
Hui-Yu Yang 1
Affiliation  

The present empirical study was to examine whether progressive snowball-like cues can benefit learners in learning the operation of a mechanical system. In particular, this study investigated the effects of the experimental condition on the retention and transfer test results and cognitive load by considering the prior knowledge as a covariate. The instructional material used in conducting the study was a self-regulatory, mobile phone-based animation depicting the kinematics of a musical instrument. A total of 131 English as a foreign language (EFL) learners recruited from three sections of a reading course participated in the experiment. First, their prior knowledge was assessed. Next, they were randomly assigned to one of three groups involving three different conditions – animation-only, entity-cued animation, and arrow-entity-cued animation. Immediately after the experimental treatment by manipulating the instructional visualizations, the participants were administered retention and transfer tests concerning the operation of the mechanical system and a cognitive load questionnaire. The experimental results indicated that progressive snowball-like cues were beneficial in identifying the causal relation between different components during the operation of a mechanical system as indicated by the learners’ retention and transfer test results. Significantly, the experimental results demonstrated that the progressive snowball-like cues helped the learners’ attention to be equally distributed to each component by reducing the dynamic components to outcompete the cues for learners’ attention.



中文翻译:

渐进式视觉空间提示对EFL学习者通过移动设备进行的动画可视化处理的影响

本实证研究旨在检验渐进式雪球状提示是否可以使学习者受益于学习机械系统的操作。特别是,本研究通过将先验知识视为协变量,研究了实验条件对保留和转移测试结果以及认知负荷的影响。进行这项研究所用的指导材料是一种自我调节的,基于手机的动画,描绘了一种乐器的运动学。从阅读课程的三个部分中招募的131名英语作为外语(EFL)学习者参加了该实验。首先,评估他们的先验知识。接下来,将它们随机分配到涉及三个不同条件的三个组之一:纯动画,实体提示动画和箭头实体提示动画。在通过实验教学进行可视化处理后,立即对参与者进行有关机械系统操作和认知负荷问卷的保留和转移测试。实验结果表明,渐进式雪球状提示有助于识别机械系统运行过程中不同组件之间的因果关系,如学习者的保留和转移测试结果所示。有意义的是,实验结果表明,渐进式雪球状提示通过减少动态成分以胜过提示的学习者,减少了动态成分,从而帮助学习者的注意力平均分配给每个组件。参与者接受了有关机械系统操作的保留和转移测试以及一项认知负荷问卷。实验结果表明,渐进式雪球状提示有助于识别机械系统运行过程中不同组件之间的因果关系,如学习者的保留和转移测试结果所示。有意义的是,实验结果表明,渐进式雪球状提示通过减少动态成分以胜过提示的学习者,减少了动态成分,从而帮助学习者的注意力平均分配给每个组件。参与者接受了有关机械系统操作的保留和转移测试以及一项认知负荷问卷。实验结果表明,渐进式雪球状提示有助于识别机械系统运行过程中不同组件之间的因果关系,如学习者的保留和转移测试结果所示。有意义的是,实验结果表明,渐进式雪球状提示通过减少动态成分以胜过提示的学习者,减少了动态成分,从而帮助学习者的注意力平均分配给每个组件。实验结果表明,渐进式雪球状提示有助于识别机械系统运行过程中不同组件之间的因果关系,如学习者的保留和转移测试结果所示。有意义的是,实验结果表明,渐进式雪球状提示通过减少动态成分以胜过提示的学习者,减少了动态成分,从而帮助学习者的注意力平均分配给每个组件。实验结果表明,渐进式雪球状提示有助于识别机械系统运行过程中不同组件之间的因果关系,如学习者的保留和转移测试结果所示。有意义的是,实验结果表明,渐进式雪球状提示通过减少动态成分以胜过提示的学习者,减少了动态成分,从而帮助学习者的注意力平均分配给每个组件。

更新日期:2020-04-23
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