The Influence Of Prior Knowledge And Instructional Guidance On The Clue Effect Of Multimedia Learning

As a widely used design in multimedia courseware,clues are the focus of attention of educators,and has a significant impact on learning effect,and.In multimedia learning,cue effect refers to the use of non-content information to guide some aspects of content or structure,which playing the role of selecting,organizing and integrating information.In previous studies,there was no concern about the conciseness of clues and learners’ own characteristics.Nor did there be a clear role of clues and instructional guidance on transfer learning,which led to the failure of multimedia teaching to give full play to its advantages.In order to further explore the above problems,352 junior college students were selected from a commercial school in Nanjing to participate in the experiments,and the subjects were asked to complete the corresponding test after studying.In study one,100 junior Nanjing college students were selected as subjects,and three kinds of multimedia courseware with different conciseness clues were used to teach the subjects in class by using a single factor between subjects design.In study two,112 junior Nanjing college students were selected as subjects,and the two-factor between subjects experiment design of 2(concise clue:yes,no)× 2(prior knowledge:high and low)was adopted.At first,the learners were divided into two groups according to the level of prior knowledge.And the courseware with or without concise clues was used for classroom teaching.In study three,140 junior Nanjing college students were selected as subjects,and the two-factor between subjects experiment design of 2(concise clue:yes,no)× 2(instruction guidance:yes,no)was adopted,then the courseware was also used.The dependent variables in three study were test scores(retention test,transfer test)and subjective assessment of test’s difficulty and PPT preference.The results showed that:(1)The main effect of the degree of conciseness of clues on the retention test,assessment of test’s difficulty,and PPT preference was significant.And the retention test scores of the learners,PPT preference in the concise clue group were significantly higher than that of in the redundant clue group and the non-clue group,but the assessment of test’s difficulty was lower than that of in the other groups.(2)The interaction effect of concise clue and prior knowledge level was significant.For learners with low level of prior knowledge,the retention performance under the condition of clue was significantly higher than that under the condition of no clue.(3)Instructional guidance had a significant effect on transfer performance and the assessment of test’s difficulty.The transfer score under the condition of instructional guidance was significantly higher than that without teaching guidance,but the assessment was lower.There was a significant interaction between concise clues and teaching guidance.For the learners without instructional,the retention performance and PPT preference under the condition of clues was significantly higher than that without clues.The following conclusions are drawn:(1)Concise cues can improve learners’ retention test scores,and the redundant cues can significantly reduce learners’ retention test scores,and learners prefer courseware with concise cues.(2)Concise cues can promote the achievement of learners with low level of prior knowledge,but not be helpful to learners with high level of prior knowledge.(3)Instructional guidance can promote learners’ transfer performance,but not improve the learners’ test score under the condition of concise cues.