[1]王 雪,韩美琪,高泽红,等.教学视频中视听觉情绪设计的作用机制与优化策略研究[J].远程教育杂志,2020,(06):050-61.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.006]
 Wang Xue,Han Meiqi,Gao Zehong,et al.Research on the Mechanism and Optimization Strategy of Visual and Auditory Emotional Design in Instructional Videos[J].Distance Education Journal,2020,(06):050-61.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.006]
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教学视频中视听觉情绪设计的作用机制与优化策略研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年06期
页码:
050-61
栏目:
专题论坛
出版日期:
2020-11-22

文章信息/Info

Title:
Research on the Mechanism and Optimization Strategy of Visual and Auditory Emotional Design in Instructional Videos
作者:
王 雪; 韩美琪; 高泽红; 王志军
天津师范大学 教育学部,天津 300387
Author(s):
Wang Xue; Han Meiqi; Gao Zehong; Wang Zhijun
Faculty of Education, Tianjin Normal University, Tianjin 300387
关键词:
教学视频视觉听觉情绪设计眼动脑波
Keywords:
Instructional Videos Visual Auditory Emotional Design Eye Movements Brain Waves
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.06.006
文献标志码:
A
摘要:
教学视频的优化设计除了要考虑认知因素以外,视觉和听觉情绪因素的重要作用同样不容忽视,因此,有必要探究教学视频中的视觉和听觉情绪设计对学习者的情绪、认知加工过程、认知负荷与学习效果的作用机制和优化策略。为此,对教学视频中视听觉情绪设计的作用机制与优化策略展开研究:首先,分别对教学视频中表达关键信息的图形进行视觉情绪设计、对解说进行听觉情绪设计,形成六种不同情绪设计的视频:“彩色+拟人&智能合成音”“彩色+拟人&真人低音”“彩色+拟人&真人高音”“黑白色+无拟人&智能合成音”“黑白色+无拟人&真人低音”和“黑白色+无拟人&真人高音”;然后,将156名大学生随机分为六组,分别使用六种不同情绪设计的视频进行自主学习,使用眼动仪和脑波仪记录学习者的视觉认知加工和大脑认知加工过程,并在学习结束后通过问卷测量学习者的情绪状态、认知负荷,通过保持测试和迁移测试测量学习效果;最后,对跟踪和测量的学习者的情绪、认知加工过程、认知负荷与学习效果数据进行综合分析。研究结果表明:教学视频中图形的“彩色+拟人”的视觉情绪设计,能够诱发学习者的积极情绪、引导视觉注意力分配、促进更高水平的学习投入,从而提升学习质量;“真人低音”的解说,虽对学习者的情绪无影响,但能促进对知识的记忆,提升学习数量;视觉上的“彩色+拟人”情绪设计与听觉上的“智能合成音”解说是最佳组合,此时学习者更容易产生积极的情绪,分配更多的视觉注意力到关键区域,调动更多的认知投入,从而促进整体学习效果的提升。
Abstract:
In addition to the design of cognitive factors, the design of the emotion factors of instructional videos was the same important. Thus, it was necessary to explore the impacts of visual and auditory emotional design?on the learners’ emotion, cognitive processing, learning experiences and learning performances. In view of this, the research on the mechanism and optimization strategy of visual and auditory emotional design in instructional videos was carried out by the following processes: First, six instructional videos with different emotional design (i.e., “colorful + anthropomorphic & intelligent synthetic voice”, “colorful + anthropomorphic & human low-pitched voice”, “colorful + anthropomorphic & human high-pitched voice”, “black-white + un-anthropomorphic & intelligent synthetic voice”, “black-white + un-anthropomorphic & human low-pitched voice”, “black-white + un-anthropomorphic & human high-pitched voice”) were developed. Then, 156 students were assigned to study one of the six instructional videos. Learning processes were examined with an eye-tracker and a brainwave equipment that recorded students eye movements and brain waves during learning. Learning outcomes were measured with retention and transfer tests. The emotion state and cognitive load were measured by survey instruments. Finally, the data of learners’ emotion, cognitive processing, learning experiences and learning performances was comprehensively analyzed. The results showed that the “colorful + anthropomorphic”?design of graphics in instructional videos could induce the positive emotion, direct the visual attention distribution, and then improve the learning engagements and effects; although the “human low-pitched”?voice didn’t have impacts on learners’?positive emotion, it could improve the amount of learning; the visual emotional design of “colorful + anthropomorphic”?and the auditory emotional design of “intelligent synthetic voice”?were the best match which could ?induce the positive emotion, allocate more visual attention to key area, mobilize more cognitive engagements, thereby promote the improvement of the overall learning effects.

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[1]杨辉.浙江省本科高校微课教学比赛近日举行[J].远程教育杂志,2015,(01):056.
[2]李秋菊,王志军,陈 丽.xMOOCs中的教学视频设计要点:基于案例的视频分析研究[J].远程教育杂志,2014,(06):095.[doi:10.15881/j.cnki.cn33-1304/g4.2014.06.012]
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备注/Memo

备注/Memo:
基金项目:本文系2019年度教育部人文社会科学研究青年基金项目“数字教育资源优化设计智能支持系统的构建理论与实践研究”(项目编号:19YJC880090)和天津市教学成果奖重点培育项目“‘多媒体画面艺术设计’理论的创立、发展与教学实践”(项目编号:PYGJ-014)的研究成果。
更新日期/Last Update: 1900-01-01