The Effect Of Presentation Perspectives Of Learning Materials On Multimedia Learning: Evidence From Behavioral And Eye Movement Experiments

Advances in information technology and cognitive science have expanded learning and teaching from the traditional classroom to all media and all time and space.Based on a large amount of research evidence,Mayer et al.proposed several principles of multimedia learning design,such as multimedia principle,modality principle,contiguity principle,redundancy principle,etc.Therefore,how to present multimedia learning materials and create a multimedia learning environment to improve the learning effect has always been the focus of researchers.Recent studies have found that the perspective of learning materials has a certain influence on the learning effect,which is called "perspective effect" by researchers.However,some researchers only explored the influence of presentation perspective on action imitation,but did not explore the mechanism and boundary conditions of the influence of presentation perspective on multimedia learning.So,this study further explores the "perspective effect" in multimedia learning by taking junior middle school physics and electricity experiment as the material.In order to explore the impact of task complexity and learning material presentation perspective on multimedia learning,on the basis of pre-experiment,both studies adopted 2(task complexity:simple,complex)×2(presentation perspective: first-person perspective,third-person perspective)mixed experimental design,with college students as subjects.Study 1 presents PPT presentation was used to present multimedia learning materials,and explores which presentation perspective of learning materials can get better learning effect in multimedia learning,and whether the task complexity can adjust the "perspective effect".Study 2 presents multimedia learning materials in the form of video to explore whether the "perspective effect" still exists,and uses Eye Link 1000 Desktop eye tracker to record eye movement data in the learning process,to explore whether the perspective and task complexity of learning materials will affect the attention allocation and cognitive load of learners.The first study found that(1)on cognitive load score,the main effect of circuit complexity was significant,and the simple circuit was lower than the complex circuit;(2)in terms of learning time,the main effect of circuit complexity is significant,and the learning time of simple circuit is shorter than that of complex circuit;(3)in terms of learning efficiency of recognition of learning achievements,the main effect of circuit complexity is not significant,the main effect of learning perspective is significant(the first-person perspective is higher than the third-person perspective),and the interaction between the two is significant.The simple effect analysis shows that the first-person perspective is higher than the third-person perspective when learning simple circuits.When learning complex circuits,the difference between the two is not significant.The second study found that(1)the main effect of circuit complexity was significant in the cognitive load rating score,and the score of simple circuit was lower than that of complex circuit;(2)in the learning efficiency of recognition of learning achievements,the main effect of circuit complexity is significant(the simple circuits is higher than the complex circuit),the main effect of learning perspective is significant(the first-person perspective is higher than the third-person perspective),and the interaction between the two is significant.The simple effect analysis shows that the first-person perspective is higher than the third-person perspective when learning simple circuits.In complex circuit,the difference between the two is not significant;(3)in the score of learning feedback,the main effect of learning perspective is significant in "this learning evaluation".The satisfaction of learning video materials from the first-person perspective is higher than that from the third-person perspective;(4)in terms of average saccade amplitude,the main effect of circuit complexity is significant(the simple circuits is larger than the complex circuit),while the main effect of learning perspective is not,and the interaction between the two is significant.The simple effect analysis found that: when learning simple or complex circuits,the average saccade amplitude of learner from the two learning perspectives was not significant;(5)in terms of pupil size,the main effect of circuit complexity and learning perspective is not significant,and the interaction between the two is significant.The simple effect analysis found that: when learning simple circuits,the pupil size of learners using the first-person perspective was smaller than that using the third-person perspective.When learning complex circuits,learners learn from the first-person perspective with larger pupil size than from the third-person perspective.In summary,the conclusions of this study are as follows:(1)presenting learning materials from the first-person perspective can make learners achieve higher learning efficiency than presenting learning materials from the third-person perspective,which may be caused by the stronger embodiment of learning materials presented from the first-person perspective.(2)simple learning tasks have lower cognitive load and higher learning efficiency,while complex tasks have the opposite.(3)Task complexity moderates the perspective effect,that is,the perspective effect of simple learning task is stronger than that of complex learning task.In both PPT learning and video learning,it is found that the learning efficiency of presenting learning materials from the first-person perspective is better than that from the third-person perspective on simple tasks.There was no perspective effect on the learning efficiency of complex tasks.(4)the presentation of learning materials from the first-person perspective stimulates learners’ stronger interest in learning(internal motivation)and brings them higher learning satisfaction.(5)learning efficiency,a measurement index of learning results,is sensitive to the presentation perspective of learning materials and the complexity of learning tasks.