Research On The Influence Of Learning Task List On The Attention And Learning Effect Of Primary School Students’ Micro-course Learning

Micro-course is an important digital learning resource for primary and secondary school students,carrying the mission of co-construction and sharing of high-quality educational resources and balanced development of compulsory education.However,the current application effect of micro-courses is not satisfactory.There are widespread problems such as learners’ difficulty to effectively concentrate attention,low participation and poor learning effect.Attention can usually indicate the orientation of learners’ mental activities,which is closely related to internal cognitive elements such as cognitive load,learning interest and learning continuous willingness,affects the quality of micro-course learning.The learning task list is one of the main tools to ensure learners ’ investment and effectiveness in micro-course learning,and has become a common scaffolding form for primary and secondary school teachers in China to carry out teaching.However,the current research and practice have not yet clarified the specific effect and mediating factors of the learning task list in the micro-course,as well as the differences in the effect of different presentation forms.There are mainly two reasons: First,traditional research methods and tools are unable to directly observe the causal relationship between learning task lists and effects,and the accuracy and reliability of data obtained through indirect methods such as questionnaires are fragile.Second,most of the existing studies were carried out by front-line teachers alone,focusing only on the effects of a single type of learning task list without horizontal comparison.In recent years,the rapid development of cognitive science,eye tracking technology and sensing equipment and the transformation of educational research paradigm have provided implementation conditions and feasible paths for the exploration of the specific function and mechanism of learning task lists.Compared with adults,primary school students’ attention is unstable and vulnerable to the influence of the surrounding environment.Therefore,this study focuses on whether learning task lists will affect the attention and learning effect of primary school students,how the learning task lists of different presentation forms affect respectively,why this effect is caused,and how this will affect the teaching practice based on micro-courses.This study takes " exploring the influence and mediating role of different forms of learning task lists on primary school students’ attention and learning effect in the context of micro-lesson learning" as the value goal,takes the guided learning task list and mind map learning task list common in teaching practice as independent variables,takes attention and learning effect as dependent variables,takes cognitive load,learning interest and learning continuous willingness as mediating variables,and draws lessons from the design ideas and typical practices of eye movement experiment,knowledge test and scale test.The specific research work is as follows:(1)Concept definition and literature review.Define the core concepts of learning task list,attention and learning effect,integrate the results of literature research and practical research,select the guided and mind map learning task list as the research object,refine the three qualities of attention and four dimensions of learning effect,clarify the internal cognitive elements,and sort out the general process of experiment,required materials and design and development principles,etc.,to provide enlightenment and theoretical basis for experimental research.(2)Explore the specific performance of the influence of different forms of learning task lists on attention and learning effect.The experimental research is conducted to measure learners’ attention by eye-tracking technology,and to collect learning effect data with knowledge testing method,so as to clarify the specific performance of two kinds of learning task lists on various indicators of attention and learning effect.(3)Explore the mediating effects of cognitive load,learning interest and learning continuous willingness on learning task list and students’ attention and learning effect.The cognitive load,learning interest and continuous willingness of all participants in the experimental study are measured with mature scale tools,and the attention data and learning effect data are integrated and analyzed to dig out the different mediating pathways of two kinds of learning task lists.(4)Put forward suggestions on the use of learning task list in micro-course teaching practice.The application suggestions of learning task list are summarized based on the research results.This study draws the following conclusions: Learning task lists can significantly improve learners’ attention and learning effect.Although no significant difference is found between the two types of learning task lists,the mediating pathways are different:guided learning task lists improves attention stability by increasing cognitive load and promoted learning engagement;Mind map learning task list can improve the stability of attention and promote learning engagement and achievement by enhancing continuous willingness to learn.In terms of practical application,teachers are encouraged to actively carry out the practice of micro-course teaching based on learning task list,and select the appropriate type of learning task list according to the teaching object and situation.The research results not only expand the research perspective of the application effect evaluation of learning task list,but also enrich and develop the theoretical system of learning task list,which provides a starting point for teachers to optimize the design of micro-course teaching and improve the effectiveness of online teaching.