The Influence Of Signaling On The Effect In Multimedia Learning He Influence Of Signaling On The Disfluency Disfluency

Multimedia learning refers to the process of presenting material information and acquiring knowledge by using words(visual words and auditory words)and pictures(visual static pictures and dynamic videos,etc.).Recent research has found that while multimedia makes the presentation of learning material richer and more flexible,it may also lead to metacognitive illusions(overestimation of one’s own level of mastery)that affect the effectiveness of learning.In addition,the study of the disfluency effect found that simple operations(e.g.,making the font of the learning content difficult to be recognized)activated the analytical thinking of learners and reduced the illusion of fluency,making learners process the teaching content more precisely and promoting learning.This inspired researchers to balance the effect of fluency and effectiveness in multimedia learning.In previous studies on perceptual fluency,most of the whole content of the text(that is,the whole learning material)is processing disfluently.Although metacognitive illusion can be avoided,rapid retrieval of important and key learning contents may be the key to efficient learning in the content with complex learning elements.It is found that using signals(such as arrows,colors,etc.)to highlight the important content of materials is a common teaching design,which has a guiding-attention effect,can improve the speed of visual search and promote the learning effect.So in multimedia learning,how will the addition of signals and disfluent manipulation affect the learning effect? With the addition of signals,does the disfluency effect diminish as fluency increases? In this study,two experiments were conducted to investigate the effects of signaling and perceptual disfluency on multimedia learning,and how signaling affects the learning process and disfluency effect.In experiment 1A,the experiment was designed to evaluate whether the experimental materials and variable manipulation were consistent with the disfluency effect.The results showed that the manipulation of "small four style italic text is 50%clear" met the operational definition of disfluency in this study.In experiment 1B,a two-factor design was used to explore the role of signaling and disfluent manipulation in multimedia learning.The results showed that both signaling and disfluent manipulation promoted transfer performance,and the transfer performance of the signaling group was significantly higher than that of the non-signaling group under fluency condition.However,there was no difference between them under the condition of poor fluency.In terms of eye movement indicators,fixation time of the signaling group were significantly higher than that of the non-signaling group.In experiment 2,a two-factor design was used to explore whether signals can affect the disfluency effect through processing fluency in multimedia learning.The results showed that the retention and transfer performance of the fluency group were significantly higher than that of the disfluency group,and there were no significant differences between the retention and transfer performance of the signaling group and the non-signaling group.In the non-signaling condition,the retention performance of the fluency group was significantly higher than that of the disfluency group,while there was no significant difference in the retention performance of the fluency group and the disfluency group under the signaling condition.The learning time of the signaling group was significantly lower than that of the non-signaling group and the judgment of learning in the signaling group was significantly higher than that of the non-signaling group.Under the conditions of this study,the following conclusions are drawn:(1)Poor perceptual fluency can avoid metacognitive illusion in multimedia learning and promote the understanding and application of learning materials.In the absence of signaling,the positive role of disfluency effect on multimedia learning was more stable and pervasive.(2)In multimedia learning,signals play a role of attention guidance,which can improve the perceived fluency(legibility)of multimedia learning materials and promote the understanding of knowledge.In the fluency condition,signals hinder the memorization of multimedia learning materials.