How Implementation Intentions Based Cognitive Processing Affects Multimedia Learning:Evidence From Eye-Tracking

with the development of multimedia technology and application,In the field of psychology research,the effect of multimedia learning becomes the focus of the researchers.Due to the importance of multimedia learning in the daily teaching environment,the researchers have made extensive and in-depth discussion on the factors that affect the effect of multimedia learning,and accumulated a large number of empirical research evidence and theoretical results.Based on previous studies showed that efficiency of multimedia learning depends not only on the individual diversity of external factors in the process of multimedia learning,but also the learners themselves efficient cognitive processing of materials.Make learners during the learning process,however,completely into the active learning materials seems to be difficult.Therefore,this research focuses on the cognitive processes that individual factors influencing on the multimedia learning.In the actual classroom teaching found that the different types of knowledge for learning materials,the importance of different types of cognitive processing are also different.In order to enable learners to acquire the best multimedia learning results when learning different types of knowledge,we introduce the concept of implementation intentions into the field of multimedia learning to support specific types of cognitive processing in the multimedia learning process,so that learners can get the best learning results.The mechanisms by which implementation intentions support goal achievement have been well researched and strong evidences has been provided for them.Implementation intentions are an intervention method that has been developed in the context of research on motivation and volition,where it is often observed that even though people want to achieve a goal,they will not necessarily act upon their goal intention.Therefore,three experiments in this study,using eye-tracking technology to explore with implementation intention to support learner's cognitive processes,during learning the different types of knowledge.The research is divided into two parts.The first part is confirmatory study.To explore the impact of the implementation intention on different types of knowledge multimedia learning cognitive processing and use a 2(implementation intentions:implementation intentions,no implementation intentions)x2(knowledge types:Factual knowledge,Conceptual knowledge)two-factor mixed experimental design,the second part is exploratory study which purpose is further to discuss using the implementation intentions to support the factual knowledge of multimedia learning cognitive processing.we were predominantly based on a 3×2-design,with the three types of cognitive processes(text processes,picture processes,or integration)and number of implementation intentions(lvs3)as factors.In addition to the 6 conditions resulting from cross-varying these factors,in the seventh implementation condition students were asked to internalize one text process,one picture process,and one integration implementation intention(mixed condition).whereas in a control condition no implementation intention was present.the third experiment,using the implementation intentions to support the conceptual knowledge of multimedia learning cognitive processing.we adopt the same as the experiment 2 experimental design.Through this research,we draw the following conclusions.(1)In the field of multimedia learning,the mechanism of implementation intention to promote the goal is mainly to show that it can promote the individual's deep processing of learning materials.(2)When learning different types of knowledge,learners show different cognitive processing characteristics.For factual knowledge,it is only necessary to use implementation intention to promote the learner's single text processing type,and then it will enable the individual to fully integrate the materials.For conceptual knowledge,Only by supporting the three different types of cognitive processing at the same time,the learner can understand the material with a high degree of integration.(3)No matter the factual knowledge or the conceptual knowledge,the interference effect caused by the increase of the number of implementation intentions in the multimedia learning process is significantly greater than that of the learning effect.