国际中文开源期刊平台

视频教学中视频类型和知识类型对认知负荷的影响研究

Study on the Influence of Video Type and Knowledge Type on Cognitive Load in Video Teaching

教育研讨 / 2023,5(1)：122-131 / 2023-03-13 218 520

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• 作者： 李文涛      郭丽娜     
• 单位：

  张家口学院教师教育学院，张家口

• 关键词： 教学视频；视频类型；知识类型；认知负荷
• Teaching video; Video type; Type of knowledge; Cognitive load
• 摘要： 本文通过实验法探究了大学视频教学中视频类型和知识类型对认知负荷的影响。研究结果显示：视频类型的主效果对外在认知负荷和相关认知负荷表现出了显著性差异，对内在认知负荷并没有表现出显著性差异；知识类型的主效果对内在认知负荷、外在认知负荷和相关认知负荷都分别表现出了显著性差异；视频类型和知识类型的交互效果对外在认知负荷和相关认知负荷表现出了显著性差异，对内在认知负荷并没有表现出显著性差异。设计教学视频的时候应该注意：为了降低外在认知负荷，提高相关认知负荷，在设计教学视频时应增加手势线索和代理性回答；与程序性知识相比，陈述性知识更适合用教学视频进行教学；对于偏重程序性知识的学习，推荐使用代理性互动视频。
• This paper explores the influence of video types and knowledge types on cognitive load in college video teaching through experiment. The results show that: the main effect of video types show a significant difference in extraneous cognitive load and germane cognitive load, but do not show a significant difference in intrinsic cognitive load; The main effect of knowledge types show significant differences in intrinsic cognitive load, extraneous cognitive load and germane cognitive load; The interaction effect of video types and knowledge types showed significant difference in extraneous cognitive load and germane cognitive load, but do not show significant difference in intrinsic cognitive load. When designing teaching videos, attention should be paid to: in order to reduce extraneous cognitive load and improve germane cognitive load, gesture clues and proxy answers should be added when designing teaching videos; Compared with procedural knowledge, declarative knowledge is more suitable for teaching with teaching videos; For learning that emphasizes procedural knowledge, it is recommended to use vicarious interaction videos.
• DOI： https://doi.org/10.35534/es.0501018
• 引用： 李文涛，郭丽娜．视频教学中视频类型和知识类型对认知负荷的影响研究［J］．教育研讨，2023，5（1）：122-131．