نقش جزئیات فریبنده در یادگیری درس علوم چندرسانه‌ای :اثرها بر بار شناختی و عملکرد

نویسندگان
مریم تازش
حمیدرضا حسن آبادی
پروین کدیور
دانشگاه خوارزمی
چکیده
هدف مطالعه‌ی حاضر بررسی اثر اصل انسجام در محیط‌های یادگیری چندرسانه‌ای بود. بدین منظور موضوع شکل‌گیری مفهوم صاعقه از طریق 4 انیمیشن مختلف به دانش آموزان دوره‌ی متوسط اول (112= N) ارائه شد. گروه اول انیمیشن را با رعایت اصل انسجام دیدند، گروه دوم انیمیشن را با جزئیات فریبنده با جذابیت کم (جزئیات نامربوط) دیدند، گروه سوم انیمیشن را با جزئیات فریبنده با جذابیت بالای که منجر به علاقه هیجانی می‌شد و گروه چهارم انیمیشن را با جزئیات فریبنده با جذابیت بالا که منجر به علاقه شناختی می‌شد، دیدند. یادگیری فرایند شکل‌گیری صاعقه از طریق آزمون‌های نگهداری و انتقال اندازه‌گیری شد، برای بررسی میزان بار شناختی تجربه در هنگام آموزش و در هنگام پاسخ به سؤال‌ها از آزمون بار شناختی استفاده شد. برای بررسی فرضیه‌های پژوهش از تحلیل واریانس یک‌طرفه، مقابله‌های متعامد و آزمون‌های تعقیبی استفاده شد. عملکرد بهتر گروه چهار در آزمون نگهداری و انتقال اطلاعات نسبت به گروه سه نشان‌دهنده‌ی این است که جزئیات فریبنده همیشه فریبنده نیست. از طرفی عملکرد بهتر گروه یک در آزمون نگهداری اطلاعات نسبت به گروه دو و سه نشان‌دهنده‌ی اثر اصل انسجام است.
کلیدواژه‌ها
اصل انسجام
جزئیات فریبنده
علاقه هیجانی
علاقه شناختی
بار شناختی

عنوان مقاله English

Role of Seductive Details in multimedia learning of science:Effects on Cognitive load and performance

چکیده English

The aim of this study was to evaluate the effect of coherent principlin multimedia learning environment. In doing so, the issue of the creation of lightening concept was represented via 4 different animation to junior students of secondary school (N=112). The first group observed the animation with the coherent concept, the second group watched the animation with seductive details with less interest (irrelevant details), the third group watched it with seductive details with more interest that led to emotional interest and the forth group watched the animation with seductive details with more interest that led to cognitive interest. Learning the process of lightening formation was evaluated via maintenance and transmission, the test of cognitive load was used for investigation of the amount of cognitive load of experience during training and response to question. For investigating the research hypotheses the one way ANOVA, contrast coefficient and follow test were used. Better performance of the fourth group in maintenance and transmission information compared with the third group indicates that the seductive details are not seductive always. On the other hand the better performance of the first group in one test of the information maintenance compared with the second and third group indicates the impact of coherent principle.

کلیدواژه‌ها English

coherent principle
seductive detail
emotional interest
cogenitive interest
Cognitive loads
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