Research On The Relationship Between Visual Comfort Of Teaching Video And Cognitive Load Of Learners

Since the 21 st century,with the development and application of information technology,the construction of educational informatization has made remarkable progress.Teaching video is the most frequently used teaching media and teaching resources under the current background of educational informationization.Nowadays teaching videos have been frequently applied in the educational and teaching activities,which has become a common phenomenon under the background of educational informationization.The most typical example is that the Ministry of Education demanded all colleges and universities and primary and secondary schools throughout the country should carry out the teaching activities of "non-stop teaching and non-stop learning" in the way of network teaching during the new crown epidemic.Because of its powerful visual presentation function of audio-visual information,teaching video,as the carrier of teaching information dissemination in education and teaching activities,has become an important tool for learners to acquire knowledge.The learning situation of learners is closely related to the presentation characteristics of teaching video.Therefore,the research on the relationship between the presentation characteristics of teaching video ontology and learners' learning situation is of great significance.Based on the teaching theory,learning science theory and visual comfort theory of teaching video,combined with psychological theory and grounded theory,this research takes eyemovement psychology experiment method,E-Prime psychology experiment method,questionnaire method,cognitive load efficiency measurement method and interview method and takes students on campus as research objects,aiming at the relationship between visual comfort of teaching video and learners' cognitive load,as well as learning effect.There are nine chapters in this study.Chapter One focuses on the summary of research issues and current study;Chapter Two and Chapter Three expound the theoretical basis of research,put forward the theory of visual comfort,construct the relationship model between visual comfort of teaching video and cognitive load of learners;Chapter Four collects eye movement data of 120 learners in the learning process by eyemovement experiment method,and verifies the different visual comfortof different teaching video frequencies;Chapter Five aims at the relationship between visual comfort and cognitive load of learners,where 120 learners were tested by eyemovement,E-Prime,questionnaire and interview methods;in Chapter Six in view of the relationship between visual comfort and cognitive load,150 learners were tested by questionnaire,cognitive load efficiency measurement and interview in the actual teaching process;Chapter Seven includes the conclusion of experimental research and empirical research;According to the research conclusion,application strategies and suggestions of teaching video based on visual comfort are proposed in the eighth chapter.The last part,Chapter Nine,centers upon the summary and outlook of the study.This study is mainly reflected in the following aspects:1.Construct the theoretical model of the relationship between the visual comfort of teaching video and the cognitive load of learners.As a medium of teaching information,teaching video is an important way for learners to acquire knowledge.Based on the theories of teaching,learning science,psychology and visual psychophysiology,this study puts forward the theory of visual comfort of teaching video,and constructs the relationship model between visual comfort of teaching video and cognitive load of learners.On this basis,the research framework of the relationship between the visual comfort of teaching video and the cognitive load of learners is proposed.2.Apply a variety of experimental research methods to verify the relationship between visual comfort of teaching video and cognitive load of learners.Based on the theoretical construction of the relationship model between visual comfort and cognitive load of learners,this part uses eyemovement experiment,E-Prime experiment method,questionnaire method and interview method to carry out the experimental research on visual comfort and eyemovement of teaching video,and the experimental research on the relationship between visual comfort and cognitive load of learners.Through data analysis and discussion,the hypothesis theoretical model is verified.3.Further verify the relationship between the visual comfort of teaching video and the cognitive load of learners by means of empirical research.Based on the previous research,this part is carried out in the actual teaching activities.In the research,questionnaire method,cognitive load efficiency measurement method and interview method are used to study the teaching videos with different visual comfort of learners.Through data analysis and discussion,the research conclusions areobtained.Research shows that the visual comfort of teaching video has an effect on learners' cognitive load and learning effect.Visual comfort of teaching video differs,which leads to the difference of cognitive load and learning effects of learners in the learning process.That is,the higher the visual comfort of teaching video is,the lower the cognitive load of learners is,and then the better learning effect is.On the contrary,the lower the visual comfort of teaching video is,the higher the cognitive load of learners is,and then the worse the learning effect is.According to the research conclusion,the application strategy and suggestion of teaching video based on visual comfort are put forward.In terms of the application of visual comfort of teaching video,suggestions are put forward from six dimensions(composition,lens,scene,brightness,editing,presentation terminal)that affect the visual comfort of teaching video.In the practical teaching process of teaching video visual comfort,the corresponding strategies are provided from the perspective of classroom teaching and mobile learning.