Based on the knowledge generation model for visual analytics including uncertainty propagation and human trust building (Sacha et al. 2016), the cognitive theory of multimedia learning (Mayer, 2014), the multimedia principle (Butcher, 2014), and previous studies on the effects of different uncertainty visualization styles, an integrated theoretical approach is proposed to examine the influence of different degrees of information uncertainty and different uncertainty visualization styles on processing pictures of two archeological reconstructions with accompanying audio explanations presented in a multimedia learning environment. A 4 × 3 design with condition (without uncertainty visualization vs. stop light colors vs. geometric contrast vs. both uncertainty visualizations) as the between-subjects factor and uncertainty value (uncertain vs. medium vs. certain) as the within-subject factor was used. The results showed that appearance of certain content, its uncertainty values, and their verbal scientific justifications were remembered better than uncertain ones. Furthermore, stop light colors enhanced the memory of uncertainty values compared to no uncertainty visualization and were better understood, discriminated, and transferred than geometric contrast. Geometric contrast decreased the memory of the appearance of uncertain architectural elements compared to no uncertainty visualization and was better than stop light colors regarding the memory of the appearance of certain architectural elements. The study integrates and extends existing theories by showing that certain contents are processed with higher priority than uncertain contents and that the multimedia effect is also valid for metainformation such as the uncertainties of contents. Finally, recommendations for designing learning material including uncertainty visualizations are given.

基于视觉分析的知识生成模型，包括不确定性传播和人类信任建立 (Sacha et al. 2016)、多媒体学习的认知理论 (Mayer, 2014)、多媒体原理 (Butcher, 2014)，以及之前关于不同不确定性可视化风格的影响，提出了一种综合理论方法来检查不同程度的信息不确定性和不同的不确定性可视化风格对处理两个考古重建的图片以及多媒体学习环境中呈现的音频解释的影响。一个 4 × 3 设计，以条件（无不确定性可视化 vs. 停止光颜色 vs. 几何对比度 vs. 两种不确定性可视化）作为主体间因素和不确定性值（不确定 vs. 中等与某些）作为主体内因素被使用。结果表明，某些内容的出现、其不确定性值及其口头科学理由比不确定的更容易被记住。此外，与无不确定性可视化相比，停车灯颜色增强了对不确定性值的记忆，并且比几何对比度更好地理解、区分和转移。与无不确定性可视化相比，几何对比度降低了对不确定建筑元素外观的记忆，并且在某些建筑元素外观的记忆方面优于停止灯颜色。该研究整合和扩展了现有理论，表明某些内容比不确定内容具有更高的优先级处理，多媒体效应对内容的不确定性等元信息也有效。最后，给出了设计学习材料的建议，包括不确定性可视化。