The Effect Of Concept Map Presentation Of Declarative Knowledge In Instructional Video On Learing Effect

The instructional video is a rich media, that often with its presentation of the multiplicity, dynamic, interactive and other advantages in teaching play potential in various ways, and it is widely used in online and offline teaching areas. Nowadays,they are hot subjects of instructional video research in recent years to explore the presentation of instructional video, the influence of non-teaching content (such as clue,teaching agent, etc.), video and learner interaction Which the teaching content of the effective organization and representation design is more worthy of studying.In general, declarative knowledge of the higher degree of abstraction, which is difficult to use the principles of multimedia that advocate learning with words and pictures in the instructional design process. In this paper, we based on Mayer's theory of multimedia cognition, the correspondence between the type of knowledge and the representation of graphics that proposed by Clark, and the representation of declarative knowledge of cognitive psychology, and took the concept maps that show excellently qualitative relationships between knowledge content as a research object, to carry out empirical research, and to explore the effect of the concept map in the declarative teaching video.In this paper, we conduct two quasi-experimental studies. In the first study, a total of 161 learners were surveyed. All participants were divided into three groups.The text group was the control group, the concept maps (hierarchical concept map and network concept map) were used as the experimental group to explore the effect of different knowledge presentation methods on the learners .Results show that different presentation styles have significant effects on the learners' knowledge retention,cognitive load and learning satisfaction, but have not significant difference in the knowledge transfer and mastery. And the knowledge representation of the concept map group can improve the satisfaction of the learners, increase the cognitive load to promote schema construction and schema automation and improve the knowledge retention.The second study is based on the first study to explore the influence of different knowledge presentation methods on the learners' learning styles(visual -verbal).In preparative experiment, we selected 312 learners to investigate the learning styles of the participants, Finally, 82 valid participants were selected to participate in the formal experiment. The results show that learning style and knowledge presentation have an effect on learner's knowledge retention, cognitive load and learning satisfaction, but it will affect the learner's migration test and mastery. Specifically, there is no significant interaction between learning style and knowledge presentation on learners' knowledge retention, cognitive load and learning satisfaction, and the main effect is significant.The interaction between learning style and knowledge presentation is significant for learners' migration test and mastery, and the main effect of migration test presentation is significant. And compared with the text presentation mode, the knowledge of the learner's knowledge retention is better, the learning satisfaction is higher and the cognitive processing in the cognitive load is higher, which is consistent with the experimental conclusion of the first research. For the migration test and the degree of mastery, the visual learners who use the network concept map is obviously better than the verbal learners.Comprehensive the first study and the second study, draw the following conclusions:(1)The presentation of concept maps have an effect on learners' learning effect,cognitive load and learning satisfaction. In the declarative instructional video, we can consider using the concept map to improve the learner's learning effect and satisfaction.(2) The presentation of concept maps will be influenced by the different learning styles to the learner's knowledge transfer and mastery. In the specific instructional design, the designer should consider the style of learning.