多媒体学习理论视角下英语多媒体学习资源设计框架——基于学龄前儿童英语听说APP的实证研究

The Design Framework of English Multimedia Learning Resources in the Perspective of Multimedia Learning Theory—Study on Preschool Children’s English Listening and Speaking Apps

随着各种智能终端的普及，APP的应用也越来越为广泛，其中教育类的APP，尤其是英语听说APP，产品层出不穷。该文从梅耶的多媒体学习理论出发，对目前市场上的学龄前儿童英语听说APP进行分析，评测其是否符合多媒体学习原则。研究发现，目前的学龄前儿童英语听说APP在多媒体原则、通道原则、空间接近原则、时间接近原则、声音原则、冗余原则、图像原则这7个原则体现得较好；而在一致性原则、强调原则、分割原则、预训练原则、拟人化原则和对话式原则等6个原则方面较为欠缺。研究还发现，针对于学龄前儿童英语听说APP，分割原则和预训练原则的要求可以有所降低。最后，该文结合梅耶的多媒体学习理论以及对APP的内容分析，提出了英语多媒体学习资源的设计框架。

With the popularity of various intelligent terminals， the use of APPs is becoming more and more widely， especially English listening and speaking APPs， products emerge in endlessly. From Mayer’s multimedia learning theory， this paper analyzed the preschool children’s English listening and speaking APPs on the market at present， evaluating whether they conform to the principle of multimedia learning theory. The study found that the current preschool children’s listening and speaking English APPs perform well in the multimedia principle， the modality principle， the spatial contiguity principle， the temporal contiguity principle， the voice principle， the redundancy principle and the image principle; however， in the coherence principle， the signaling (or cueing) principle， the segmenting principle， the pre-training principle， the embodiment principle and the personalization principle， they perform not so well. The study also found that for pre-school children’s English APPs， the requirements of segmenting principle and the pre-training principle requirements can be reduced. In addition， combined with multimedia learning theory and the content analysis of the APPs， this paper puts forward the design framework of English multimedia learning resources.