The Effects Of Priori Knowledge,Inductive Level,Logical Animation And Learning Materials On Cognitive Load And Academic Achievement Of The Recording Micro-lesson

It is of great significance for teachers to make an effective and vivid record-based micro-class not only for teachers,but also good for learners' learning effect.Through the combing of the literature,it is found that there are some shortcomings in the previous research:First,the research object is mostly multimedia learning,and less specific to the screen type of micro-class;Second,the study variables rarely consider the three variables(Priori Knowledge,Inductive Level,logical Animation);Third,few research materials is divided into narrative and procedural two different nature,and different nature of the material on the learning effect of whether the intermediary is worth exploring,and more practical significance.Based on the above-mentioned problems,this study takes the cognitive load theory as the instruction,takes the students as the experimental object,takes two different materials as the learning content,designs and implements three 2×2 parallel mixing experiments,tries to discuss the Priori Knowledge(high vs.low)and Learning Materials(declarative vs.procedural)(The First Study);Inductive Level(induction presentation vs.full text presentation)and Learning Materials(declarative vs.procedural)(The Second Study);and Logical animation(with vs.none)and learning materials(declarative vs.procedural)(The Third Study).Cognitive load(difficulty evaluation and psychological effort)and academic performance(memory performance and migration performance)The results of this study show that:(1)In terms of cognitive load,a wealth of a priori knowledge can significantly reduce the cognitive load of recorded micro-class learning,but there is no significant difference in the effect of material properties on cognitive load,and a priori knowledge with material properties Load interaction is not significant.In terms of academic performance,a priori knowledge can significantly improve the learner's performance in the study of procedural materials,but in the study of procedural materials,regardless of the level of prior knowledge of the subjects is high or low on the academic performance(memory and Migration results)were not significantly different.(2)In terms of cognitive load,the induction shows a cognitive load that contributes to the reduction of recorded micro-course learning,and the declarative material is lower than the cognitive load generated by the procedural material,and the induction level and the nature of the material are cognitive Load interaction is not significant.In terms of academic achievement,the induction presentation can improve the learners' memory achievement in the study of procedural materials.However,there is no significant difference in the performance of the presentation material,whether the information is summarized or the full text presentation.(3)In terms of cognitive load,there is no significant difference in the cognitive load between the logical animation and the learning load of the micro-course,and the procedural material is significantly higher than that of the narrative material,but the logical animation and the material Cognitive load interaction is significant,further,simple effect analysis shows that the psychological effort to study procedural materials is significantly higher than that of declarative materials at two levels of logical animation.In terms of academic performance,logical animation can greatly improve the migration of two learning materials,but the impact of memory performance were no significant differences.