冗余信息对多媒体学习的影响研究

The Effect of Redundant Information on Multimedia Learning

为考察冗余信息的性质与媒体类型对多媒体学习效果的影响，实验采用3（信息的性质）×3（信息的媒体类型）两因素实验设计，以“应激反应的生理机制”为学习材料对210名大学生进行了研究。结果显示，冗余信息的性质与媒体类型对多媒体学习的回忆成绩没有显著影响，对迁移成绩有显著影响；冗余信息的性质与媒体类型对多媒体学习的回忆成绩有交互影响，对迁移成绩没有交互影响。

Owning to the significant advancement of Internet of Things， mobile devices， sensing technologies and wireless networks， ubiquitous learning (u-learning) has become an important issue in recent years. But for the feature of contradiction， discontinuity， the characteristics of free， unrestrained， short process etc. It poses a challenge to meaningful learning in u-learning. In the meantime， researchers have indicated that using collaborative learning strategy in this innovative environment have attracted much attention from researchers. However， several studies also reported that students’ learning performance might be disappointing without appropriate knowledge constructive tools. In this study， it proposed a learning strategy which based on Repertory Grid Technique and collaborative in the ubiquitous learning environment. The learning approach aims to help students acquire their knowledge after observing the learning targets; following that， a voting strategy is used to integrate students’ knowledge. In this paper， a collaborative u-learning environment is developed based on the Repertory Grid Technique. Experiments show that via constructing and sharing knowledge， the students’ learning performance and knowledge constructive ability have been improved.