Effect Of Cue And Explanation On Picture Learning In Multimedia Environment

Nowadays,as people increasingly use portable electronic products such as mobile phones and pads to receive and understand information,people are increasingly inclined to read pictures rather than read texts.In the field of multimedia learning,the use of picture resources for carrying information is also increasing.The popularity of pictures means that picture understanding ability is very important.Picture is a visual representation of an image.Although its image is direct,its understanding of the picture is not simple.A picture can contain multiple levels of information.The understanding of some pictures even requires us to have the necessary prior knowledge.The rich details of the pictures often make us unable to distinguish the key information.Therefore,this study is devoted to exploring the factors that influence the learning of multimedia picture resources.The study of multimedia text-picture learning found that the cues can actively guide the learners’attention,but did not form a consistent conclusion in promoting learners’ perception and understanding.The study of worked-example learning about the instructional explanation and self-explanation are still inconsistent.Due to the richness and diversity of picture information,it is still necessary to guide learners to the selection and deep processing of picture information.Therefore,this study first discusses whether the cue can promote the learning of multimedia picture resources(Experiment 1).On the basis of Experiment 1,then explore the impact of different explanation strategies on the learning of multimedia picture resources(Experiment 2).Experiment 1 is to study the influence of cueing on the learning process and outcomes of multimedia picture resources learning.The experiment uses the car brakes as the picture learning resource,adopting the single factor between-group design,and the independent variable is cue,which is divided into cuing and non-cueing.The dependent variable is the fixation time,fixation count on each AOI,saccade count between AOIs,and comprehension test,transfer test scores.Sixty non-mechanical college students were selected and randomly assigned to one of two between subjects conditions.The results showed that:(1)the number of fixations in the cueing group was significantly higher than that in the non-cueing group;(2)there was no significant difference on the integrative transitions and corresponding transitions between the cueing group and the non-cueing group;(3)There is no significant difference on the comprehension test scores and the transfer test scores between the cueing group and the non-cueing group.The results show that although the cue affects the students’ attention,it does not promote perception and integration processing,and does not promote the picture resource learning outcomes.Experiment 2 is to study the influence of different explanation strategies on the learning process and outcomes of multimedia picture resources learning.The experiment adopts the single factor between-group design,and on the basis of the cueing,manipulates the independent variable on type of explanation(self-explanation and instructional explanation).The dependent variable is basically the same as Experiment 1.Sixty-four non-mechanical college students were randomly assigned to one of two between subjects conditions.The results showed that:(1)There was no significant difference in the fixation time between the self-explanation group and the instructional explanation group in each region,but the self-explanation group had significantly more fixation counts in each region than the instructional explanation group;(2)The number of integrated and consistent saccades in the self-explanation group was significantly higher than that in the instructional interpretation group;(4)the self-explanation group had significantly higher transfer test scores than the instructional explanation group.There were no significant differences between the two groups in comprehension test scores.The conclusions of this study are as follows:(1)The promotion of cueing on picture resource learning is only in the process of information selection,there is no significant influence on information organization and integration;There is no significant promotion of cueing on the comprehension and transfer test;(2)In the process of picture resource learning,instructional explanation does not promote deep learning of learners,while self-explanation promotes learners’ information organization and integration;(3)Instructional explanation does not lead to more perceptual and integrated processing of learners,but provides correct information for learners.Therefore,there is no significant difference in the comprehension test scores between the groups,but the transfer test scores of the instructional explanation is significantly lower than self-explanation.In summary,this study reconfirms that the cueing can only guide the learner’s attention.Compared with instructional explanation,self-explanation promotes learners’deep processing and multimedia learning significantly.