A Study On The Influence Of Perception Style And Information Presentation On Conceptual Knowledge Learning

Learning is one of the important ways for human beings to realize socialization.It begins with a person's birth and lasts for life.In recent years,profound changes have taken place in the mode of human knowledge learning,and a series of new learning methods emerge as the times require.With the rise of the Internet,all kinds of learning resources are available,and modern learners are also pursuing "personalized learning","customized learning" and other suitable learning methods.Therefore,on the basis of fully understanding the learning characteristics and behaviors of learners,this study aims to find the presentation mode of learning materials matching with them,explore the impact of the matching of the two on learning,and pay attention to the role of cognitive load in this impact.This study is divided into two sub studies.In study one,183 subjects from two universities in Nanjing were selected to study the effects of information presentation on learners' learning(including learning results and learning attitude)by using a single factor(information presentation: text,text + picture,explanation,explanation +picture)inter subject experiment design The influence of cognitive load;This paper compares the effects of dual channel presentation(Interpretation + picture)and single language channel presentation(text,text + picture,interpretation)on learning conceptual knowledge.In the second study,252 subjects from two universities in Nanjing were investigated and studied by questionnaire and experiment.The questionnaire was based on the scale of perceptual style.The experiment adopted 4(information presentation: text,text + picture,explanation,explanation + picture)* 2(perceptual style: visual and auditory)* 3(conceptual knowledge: classification knowledge,principle knowledge,interpretation + picture)* The second study explored the interaction between information presentation and perceptual style on learning conceptual knowledge,and explored the mediating effect of cognitive load.The results are as follows:(1)Different presentation methods affect the learning of conceptual knowledge.The results show that the text + picture group has the best learning results,the learners are most satisfied with the presentation style of the interpretation + picture group,and the interpretation group has the worst learning results and learning satisfaction.There is no significant difference in the cognitive load of different presentation styles.(2)Single and double channels affect the learning of conceptual knowledge.The results showed that the audio-visual dual channel group(Interpretation + picture group)had the best learning results,while the audio-visual single channel group(Interpretation group)had the worst learning results.(3)The matching of perception style and information presentation is more conducive to the learning of conceptual knowledge.Visual learners are more suitable for text + picture presentation,while auditory learners are more suitable for interpretation + picture presentation.(4)Cognitive load plays an intermediary role in conceptual knowledge learning.Learners whose perceptual style matches information presentation have lower cognitive load,better learning outcomes and better learning satisfaction.(5)Whether the perceptual style matches the information presentation mode affects the generation of channel effect.Conclusion:(1)The matching of perceptual style and information presentation can help learners learn and understand more abstract conceptual knowledge.Therefore,we should not only fully understand the learning characteristics and behaviors of students,but also properly design the learning materials and make good use of all kinds of learning resources,which is conducive to carrying out "personalized learning".(2)The impact of learners' cognitive load on learning results and attitude can not be ignored.In learning,timely adjusting the learning methods that match the content of learning materials and learners' own characteristics according to learners' learning situation is conducive to achieving better learning effect.