[1]韩晓玲,孙博文,李逢庆.在线学习视频弹题反馈对学习效果的影响研究[J].远程教育杂志,2020,(06):062-72.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.007]
 Han Xiaoling,Sun Bowen,Li Fengqing.Research on the Influence on Learning Effect about Feedback of Embedded Questions in Online Learning Videos[J].Distance Education Journal,2020,(06):062-72.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.007]
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在线学习视频弹题反馈对学习效果的影响研究()
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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:
062-72
栏目:
专题论坛
出版日期:
2020-11-22

文章信息/Info

Title:
Research on the Influence on Learning Effect about Feedback of Embedded Questions in Online Learning Videos
作者:
韩晓玲; 孙博文; 李逢庆
山东师范大学 教育学部,山东济南 250014
Author(s):
Han Xiaoling; Sun Bowen; Li Fengqing
Department of Education, Shandong Normal University, Jinan Shandong 250014
关键词:
在线学习视频弹题反馈学习效果认知负荷网络学习自我效能感学习动机
Keywords:
Online Learning Video Feedback of Embedded Questions Learning Effect Cognitive Load Internet Learning Self-efficacy Learning Motivation
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.06.007
文献标志码:
A
摘要:
弹题作为在线学习视频中一种常用的交互方式,有助于提升学生的学习效果及参与度。为弹题添加反馈能够帮助学习者及时了解自己的学习情况,增强学习体验。针对反馈内容和形式的不同,将弹题反馈分为正确答案反馈、答案详解反馈和索引点反馈三种,从认知负荷、网络学习自我效能感和学习动机三个方面探究不同的弹题反馈对学习者认知和学习满意度的影响,进而考量对学习效果的影响。研究结果表明:弹题反馈的内容越精细、对学习行为的控制度越高,学习者的网络学习自我效能感和内、外部学习动机就越高,学习满意度也越高,而且会有效增加关联认知负荷,从而提升学习效果;同时,网络学习自我效能感在学习动机和学习满意度之间,具有部分中介效应。根据研究结果,提炼出优化学习视频弹题反馈设计的策略,即适度增加学习者进行弹题作答时交互控制的程度;根据学习材料的复杂性设计弹题反馈内容的精细化。
Abstract:
As a common interactive method in online learning video course, embedded questions can help improve learning effect and learning participation. The feedback of embedded questions enable learners to know their learning situation in time and enhance their learning experience. Depending on the content and forms of the feedback, it can be divided into three types: right answer feedback, explained answer feedback and index point feedback. The influence of different feedback on learners’ cognition and learning satisfaction is explored from three aspects of cognitive load, Internet learning self-efficacy, and learning motivation, and then the influence on learning effect is considered. The result of study shows that the more detailed the feedback content of embedded questions and the more the degree to control learning behavior are, the stronger the learners’ Internet learning self-efficacy confidence and learning motivation will be. These can promote learning satisfaction and also increase the associated cognitive load effectively, and then improve learning effect. The study also shows Internet learning self-efficacy plays an partial mediating effect between learning motivation and learning satisfaction. According to the results, the strategies to optimize the feedback design of embedded questions in learning video are extracted, that is, to moderately increase the degree of interactive control in learner’s responses to embedded questions. According to the complexity of learning materials, the content of feedback is refined in order to provide feasible ideas for the design of interactive learning video.

备注/Memo

备注/Memo:
基金项目:本文系全国教育科学“十三五”规划2017年度一般项目“计算机自适应测验中认知风格对试题应答时间的影响机制”(项目编号:BBA170069)的研究成果。
更新日期/Last Update: 1900-01-01