| 摘要: | 研究期間：10308~10407;The cognitive load theory is one of the important theories in e-learning, and technology-assisted teaching and learning in the classroom context has its universality, importance and uniqueness. However, there were few studies dealing with related issues about cognitive load in such context. One of the main reasons is that the research methods utilized by earlier studies cannot take into account the ecological validity, rigorous experimental control and the recording of individual learner's cognitive processes. For this reason, this project will apply virtual reality technology to simulate a technology-assisted teaching classroom, and build a virtual classroom with ecological validity. On this research platform, the project will choose college students as objects of study, and their learning task is psychological concept learning. In the eight experiments of the three-year project, the three important topics for discussion include: classroom ecology, seductive details effect in classroom situations, as well as classroom instructional design. First, in classroom ecology, this project will explore the effects of different types of classroom distractions or seating arrangements on the cognitive load of college students with different prior knowledge, on the distribution of attention and on learning performances in the technology-assisted teaching and learning classroom context. Secondly, in seductive details effect, the project will explore the influences of common classroom seductive details (including text animation, jokes and videos) on the cognitive load of college students with different prior knowledge, on the distribution of attention and on learning performances. Finally, in instructional design, this project will explore the effects of the three kinds of cueing techniques (including the integration of texts and static pictorial representations with cueing technique, the cueing technique of dynamic pictorial representations, and the a teacher using cueing technique according to his/her teaching rhythm), which are applicable to situations in the classroom, on the cognitive load of college students with different prior knowledge, on the distribution of attention and on learning performances. The results of this project are expected to produce concrete contributions to the research methods, theoretical research and teaching practices. |
