| From the initial educational film,instructional video resources have been a great development.In recent years,the success of the American Khan Academy,set off a wave of micro-video teaching resources.Nowadays,micro-video has become an important educational resource,and its application has promoted the construction and development of quality education resources in our country.However,as the micro-video teaching application in the psychological level of research results are relatively weak,which led to the actual application of poor results.This paper attempts to study the impact of teacher's presence and subtitle presentation on learners' learning process and effect in micro-video of different knowledge types from the cognitive process and subjective feelings of learners in order to obtain the design and production of micro-video related advice.In this paper,through the questionnaire survey,analyzes the respondents,such as the recognition of teaching micro video learning,teaching micro-video in the image of the teacher's appearance or not,teaching micro-video subtitles in different presentation.Then the experiment is designed.The experimental part is based on cognitive load theory and multimedia learning cognitive theory.Through the combination of eye tracking technique and traditional cognitive behavior experiment,this paper studies the teaching micro video including various media elements respectively.This paper mainly investigates the influence of teacher's presence and subtitle type on learners' learning process and effect.Research concluded:the subjects in the micro video of procedural knowledge,the teacher presented,the summary subtitle group performance than the total subtitles group score;no teacher present,the subtitle group performance than the summary subtitle group performance.Subjects in the micro video of declarative knowledge,the teacher presented,no subtitles group the best results;no teacher present,the full subtitles group of the best results. |
PDF Full Text Request