Research On The Effect Of Interaction Levels And Knowledge Type On Academic Achievement

The popularization of information technology has accelerated the process of information-based teaching and provided more diverse support for learners' learning and thinking.Multimedia teaching resources,as a product of the informatization teaching process,are becoming more and more common in primary and secondary schools.More and more teachers have begun to use multimedia learning materials as an effective teaching aid to improve the level and quality of teaching.Therefore,designing different types of learning materials has become the main task of educators'practice and research.Among the many influencing factors,the way of interaction of learning materials has attracted the attention of researchers.This study adopts a quasi-experimental approach and selects suitable standards to divide the level of interaction of learning resources into two versions:higher interaction levels and lower interaction level.The knowledge types are divided into declarative knowledge and procedural knowledge.Taking the perspective of multimedia learning theory as the point of departure,the resources of courseware with different levels of interaction are used as pre-lecture materials for students,and multimedia technology platform is used to realize students' learning of interactive courseware,detection of previous knowledge,detection of learning results,and investigations of cognitive load.This study uses SPSS to perform descriptive statistics and analysis of variance on collected data to understand whether the level of interaction of learning resources has a significant difference between students'cognitive load and learning achievement.In addition,this study also considers the type of knowledge.At the same time,based on the perspective of cognitive load,it aslo explores the influence of interaction levels on students' learning achievement under different types of knowledge.To further understand the effect of interaction levels on the cognitive level achieved by students,this study is based on Bloom's classification criteria for educational goals and further the first three dimensions of the level of interaction that students achieve in their cognitive level goals(memorization,comprehension and application)was explored.Therefore,this study involves two research issues.The first problem is to study the influence of interaction levels on students' cognitive load and learning achievement without considering the type of knowledge.The second problem is to study the effect of interaction levels on the students' cognitive load and learning achievement when considering the type of knowledge,and to study the first three dimensions of the cognitive level goals achieved by the students.Question 1 uses a single-factor two-level(lower interaction,higher interaction)experimental design,with the level of interaction of learning resources as independent variables,and then the subject's learning performance and three cognitive load measurement indicators(reactions).Time,effort evaluation,and material difficulty evaluation are the dependent variables.Question 2 adopts the experimental design of 2(lower interaction,higher interaction)×2(declarative knowledge,procedural knowledge),with the interaction levels as the intergroup variable and the knowledge type as the intragroup variable,with three The test results for cognitive load and cognitive level dimensions(memory,understanding,application)are dependent variables.The results of the first research show that:higher interaction level of learning resources can make students have a higher relative cognitive load,and it has a better promotion effect on academic performance.At the same time,higher interaction level of learning resources can make students produce higher external cognitive load,but external cognitive load does not necessarily impede students' academic performance.The results of question 2 indicate that for declarative knowledge,higher interaction level of learning resources result in relatively low cognitive load on students,and higher interaction does not provide students with better academic performance.On the contrary,for procedural knowledge,higher interaction level makes students have a higher relevant cognitive load,and it is more conducive to improve students' academic performance.The effect of the level of interaction on the level of cognitive achievement achieved by the student show that as to declarative knowledge,the interaction levels has a cognitive level of the three dimensions of'memorization','comprehension' and 'application' achieved by the student.There is no significant effect.As for procedural knowledge,the level of interaction has no significant effect on the cognitive level goals achieved by the students under the'memorization' dimension,but there are significant differences in the cognitive level goals in the 'comprehension' and 'application' dimensions.