Explore The Effects On Learning Results Of Different Multimedia Presentation Modes And Self-efficacy

In the natural multimedia learning environment, the interaction between multimediapresentation models and learners’ individual characteristics often has effect on learning results.Among many learners’ individual characteristics, learner’s self-efficacy is an importantvariable, but there are few studies on the combination of the multimedia presentation modesand self-efficacy. The study on the combination can enrich and deepen the multimedialearning theory, which can make the multimedia learning theory more closely to learningcontext. Under the above considerations, the study which is based on the Mayer’s multimedialearning theory, Sweller’s cognitive load theory and Paivio’s dual coding theory mainlyanalyzes that how the four multimedia presentation models and learners’ self-efficacy impactthe learning results, aiming at solving the core issue that how the multimedia presentationinfluences the learning effect when facing with different levels of people and differentcontents of courses and providing empirical evidence to multimedia teaching practice.This study uses two independent variables: representational mode of information andself-efficacy, taking a two-factor complete randomized experimental design of4(text, pictureplus text, picture plus narration, video plus narration)×2(higher level of self-efficacy andlower level), to analysis how they affects learners’ ultimate learning effect (the dependentvariable). The results of this study show:(1) The interaction between different multimediapresentation modes and the levels of self-efficacy have significant effect on learning effects.This interaction is presented as follows: Firstly, for the learners with low self-efficacy, thedifferent multimedia presentation modes have significant effect. What’s more, the group ofpicture plus text is better than the group of picture plus narration, the group of video plusnarration is better than the group of picture plus narration; Secondly, for the learners withhigh self-efficacy, the learning effects of the group of video plus narration is the best. Thirdly,under different information presentation, different levels of self-efficiency present differentlearning results. Only under the presentation modes of picture plus narration and video plusnarration, the results of different levels of self-efficacy have significant differences.(2) Theinteraction between different multimedia presentation modes and the levels of self-efficacyhave no significant effect on learning satisfaction. Firstly, the different multimediapresentation modes have significant effect on learners’ learning satisfaction, the learningsatisfaction of learners of the group of video plus narration is the best; Secondly, Different levels of self-efficacy of learners’ learning satisfaction have significant difference, and thelearning satisfaction of the learners with higher level of self-efficacy is better than those withlower level of self-efficacy. The result reveals that multimedia presentation modes have theclose relationship with the learner’s self-efficacy.This study provides a general research structure for the multimedia learning which isbased on learners’ individual characteristics, while the study on the interaction betweendifferent multimedia presentation modes and the learners’ individual characteristics is just astart and needs further research. On the one hand, it needs to introduce other individualcharacteristics such as the level of information literacy, the degree of cognitive load and so on,aiming at exploring the interaction between the presentations of a variety of individualdifferences factors. On the other hand, the experimental study should be carried out under thevision of multi-factors interaction, taking into account the interaction of a variety of learners’individual characteristics.