Experimental Study On Network Learning Cognitive Load In Media Presentation Way

In recent years,the heat to research the cognitive load has been warming up gradually,and the related problems of cognitive load theory have become a hot topic in the research of international educational technology.Cognitive load is one of the important factors that affect teaching effect,to promote personalized teaching and meet individual needs,and to promote the effective application of multimedia technology in the field of education in the network learning environment.Based on multimedia learning cognition theory and cognitive load theory,this study explore the learning styles of learners in the different knowledge types of and the effect of presentation modes of multimedia materials to learners' cognitive load under the webbased learning environment.Two experiments were designed in this study.The first is to assess the cognitive load produced by multimedia materials in different ways for learners of different learning styles.The experiment was designed with 2(material presentation: video and graphic version)* 2(learning style: visual and speech type)between the two factors.The independent variable are the material presentation and learning style,and the variables are the degree of psychological effort,the evaluation of task difficulty and the knowledge test.The experimental process is three stages: pre test,study and post test.The pre test is a previous knowledge test and a learning style test,which use learners with low level of prior knowledge as subjects and ensure the type of learning style of the subjects.After learning declarative knowledge is tested,testing the knowledge in the post test stage and filling in the cognitive load questionnaire.In order to further explore the influence of media presentation on learner's cognitive load and verify the results of Experiment 1,we carried out Experiment 2 on the basis of Experiment 1.The experimental process remained unchanged,and we changed procedural materials into procedural knowledge in the learning stage.Through the collection and analysis of two experimental data,the following experimental results are obtained.1.Under the network learning environment,the presentation of materials is interacted with the degree of difficulty of knowledge.When learning declarative knowledge(low degree of difficulty),the cognitive load of picture presentation group and video presentation group is relatively small.When learning procedural knowledge(high degree of difficulty),the cognitive load of video presentation group is smaller than that of graphic presentation group.2.Under the network learning environment,learning style has small influence on cognitive load.When learning declarative knowledge and learning procedural knowledge,there is little difference in cognitive load between verbal learners and visual learners.3.Under the network learning environment,the presentation of materials is interacted with the learning style of the learners.No matter what type of knowledge and knowledge is presented in picture and text,the cognitive load of verbal learners is less than that of visual learners.When video is presented as learning material,visual learners' cognitive load is less than that of verbal learners.