Study On The Influence Of Content Presentation Mode On Learners’ Cognitive Load In Rain Classroom

During the epidemic period,in order to implement the requirement of "no suspension of classes",online teaching mushroomed rapidly and intensively into people’s vision.Among many platforms such as Ding Ding.com and Tencent Conference,Rain Classroom Platform,as a new teaching platform born with the development of the Internet and personalized teaching,plays a vital role in online teaching.Digital learning model to promote the design and development of teaching resources,with the optimization of teaching resources,make the figure,such as text,sound,like a variety of media way more fusion,presenting methods that how to combine the media,under the condition of limited cognitive resources and how the cognitive load in a balanced level,but not beyond the learner’s capacity of working memory,In order to ensure the smooth progress of learning,the reasonable combination of media can optimize the effect of online teaching,which is an important principle that must be considered in the design of teaching resources.In instructional design,content presentation that can effectively reduce cognitive load is helpful to motivate learners’ learning behavior and make them show excellent learning performance.Online teaching process,the important factor of the learner’s individual differences can not be ignored,in this paper,based on the rain classroom platform,aims to study the learners of different learning style in a different way of rendering when the content of the differences in learning behavior,using the eye movement data to quantify the rain classroom environment the learners’ cognitive load size under different content presentation,Thus,the cognitive load status can be further evaluated.To study the difference of learning process and learning effect when learners with different learning styles learn the contents of different presentation modes in the rain classroom,and to provide theoretical basis for the better application of online teaching in the rain classroom.The experimental study of this paper adopts a two-factor 4×3 mixed experimental design,in which the intra-class variable is the way of content presentation,and the intergroup variable is the learners’ learning style.Ten subjects with visual learning style,verbal learning style,sequential learning style and comprehensive learning style are selected by Solomon Learning Style Self-Test Scale.Eye movement tracking technology was used to record the eye movement data in the process of cognitive processing to judge the cognitive load state.The experimental results show that content presentation and learning style have an impact on learners’ cognitive load in the rainy classroom environment.When the learners’ learning style is visual,compared with the content presentation in the form of plain text and video + subtitles,the content presentation in the form of text + pictures brings less cognitive load.When the learner’s learning style is verbal,compared with the content presentation in the form of plain text and video + subtitle,the content presentation in the form of text + picture brings less cognitive load.When the learners’ learning style is sequential,compared with the content presentation in the form of plain text and picture + text,the content presentation in the form of video + subtitle brings less cognitive load.When learners’ learning style is comprehensive,compared with the content presentation in the form of plain text and video + subtitles,content presentation in the form of text + pictures brings less cognitive load.Through the research,it is found that learners with different learning styles have different cognitive loads for the presentation of the same content in the rainy classroom environment,and learners with the same style have different cognitive loads for different presentation methods.For learners of the four learning styles,text + picture presentation is generally accepted.The experimental data showed that when the learning style was visual,verbal and comprehensive,the learners’ cognitive load was the least when the presentation style was text + pictures.When the real-time barrage is turned on,visual learners’ gaze will shift to the barrage display area under the three rendering modes.Relatively speaking,video + subtitle has little influence on the cognitive load of visual learners.Therefore,when designing manuscripts in the rain classroom environment,different presentation methods can be selected according to different types of knowledge.In case of learners with various learning styles,text + pictures can be used more often.Real-time bullet screen can be opened for interaction under the presentation mode of video + subtitles.