多元化媒体资源适应性推送及可视化序列导航研究

Research on Adaptive Recommendation of Multimedia Materials and Sequence Visualization

多媒体资源能够引起学习者的注意和兴趣，有利于知识长时记忆，提高学习动机和学习成绩。然 而，根据认知负荷理论和资源有限理论，针对同一知识点和学习目标的多媒体资源同时且无序呈现，容易产生学 习迷航，分散注意力，增加认知负载，影响学习情绪，进而影响学习成绩。因此，如何将最适合的媒体资源及序列 呈现给学习者是值得研究的问题。本研究针对动画和视频、仿真和游戏、学习文档、图片和图表、音频等五类媒 体资源，采用主观问卷调查和客观学习行为分析，研究学习风格与五类媒体偏好的选择关系及相关性问题，从而 建构基于VARK 学习风格模型的多媒体资源适应性推送模型及其可视化序列导航。研究结果表明，学习风格与 媒体资源具有一定相关性，视觉型学习者更愿意观看动画和视频，听觉型学习者喜欢听音频资料，读写型学习者 愿意选择阅读学习文档，动觉型学习者倾向在仿真游戏中学习。根据学习风格，适应性地推送媒体资源及其可 视化序列导航，可促进学习者知识建构、自组织的有意义学习及个性发展。此外，研究成果亦可为翻转课堂、 MOOC 等新学习模式的个性化设计提供新思路。

Multimedia materials may enhance learning attention， long-term memory， motivation and performance. However， based on cognitive load theory， if a student pays too much attention to selecting appropriate multimedia ma terials， it can cause cognitive overload， which means the total intended processing exceeds a students available cogni tive capacity. If the multimedia materials presented to the students are disordered， they may make students feel disori ented and frustrated， and may result in a poor learning experience. Therefore， it is worth studying how to recommend the adaptive multimedia resources and appropriate sequencing to a learner. Especially， considering studentslearning styles， the system should take into account a students preferences， recommend appropriate learning materials depen ding on the types of learners (e. g. verbal and visual learners)， and guide students through the learning process. In this paper， five types of resource (animations and videos， simulations and games， learning documents， pic tures and diagrams， and audio learning materials) are provided. We chose the VARK learning style model frequently used in the field of adaptive learning environment as a theoretical model. The preferences and correlation between learning style and multimedia materials are discussed based on experiment research using questionnaire investigation and learning outcome analysis from 60 student participants. The research results show that learning style is related to the preference to multimedia material. For example， visual learners prefer the media types of animations and video， while verbal learners prefer the media types of audio to study， Read / Write learners prefer the media type of learning documents and kinesthetic learners prefer the media types of simulations and computer games. Finally， multimedia materials preference recommendation model and sequence navigation are built based on the VARK learning style model and empirical research results. In summary， the match between learning styles and types of materials can enhance knowledge construction and learning performance. The results from this study provide a theory basis for future research on adaptive learning re source recommendation. The results also provide new insights into the personalization learning model design of Flipped Classroom and MOOCs (Massive Open Online Courses).