【作者】 陈延妍； 刘儒德； 林静敏； 陈楚怡； 刘佳彬；

【Author】 Yanyan Chen;Ru-De Liu;Jinming Lin;Chuyi Chen;Jiabin Liu;Faculty of Psychology,Beijing Normal University;School of Psychology and Cognitive Sciences,Peking University;

【机构】 北京师范大学心理学部； 北京大学心理与认知科学学院；

【摘要】 手机拍照是大学课堂中常见的记录行为,这一行为对学习效果的影响尚待探索。以往研究探究了在参观博物馆和观看视频的情境中拍照对记忆的影响,发现了不一致的结果,既存在拍照减损效应(即手机拍照导致记忆效果变差的现象),也存在反拍照减损效应的证据(即拍照有助于集中注意、增强体验)。这一矛盾可能是由于拍照动机(包括纪念和认知卸载两种动机)的调节作用所致,出于认知卸载的拍照可能存在拍照减损效应,出于纪念的拍照可能存在反拍照减损效应。这两种动机是否也会调节大学生课堂拍照对学习效果的影响?本研究通过三个研究探究大学生课堂手机拍照对学习效果影响以及拍照动机的调节作用。研究1采用2(拍照与否)×2(拍照动机:纪念或卸载)被试间完全随机设计,结果发现显著的拍照减损效应,但交互作用不显著。这可能是因为拍照动机的作用需要在更长的学习材料中才能体现。研究2增加学习材料的长度,采用2(拍照与否,被试内)×2(拍照动机:纪念或卸载,被试间)混合设计,结果发现交互作用显著,卸载动机拍照存在拍照减损效应,而纪念动机拍照不存在这一效应。为了提高生态效度,研究3采用调查大学生的课堂拍照行为,结果发现,拍照数量与拍照动机共同影响主观学习效果的,高卸载低纪念的拍照动机下拍照数量显著负向预测学习效果,低卸载高纪念的拍照动机下,拍照数量不能显著预测学习效果,但有正向预测的趋势。这三个研究表明,大学生课堂手机拍照的动机影响拍照后的学习效果,卸载动机下的拍照行为减损学习效果,纪念动机下的拍照行为则无碍于学习效果。本研究及其结果为以往有关拍照研究的矛盾提出了一种可行的解释,具有一定的学术价值,并对大学生课堂学习策略以及教师教学具有一定的启示意义。更多还原

【Abstract】 Mobile photo-taking is a common recording behavior in college classes,but how this behavior will affect the learning effect is still uncertain.Previous research has mainly examined the effects of photo-taking on memory in contexts such as museum visits and video watching.Some studies found a negative effect of using smartphones to take photos on memory(referred to as the photo-taking impairment effect),while others suggested that photo-taking can enhance attention and overall experience,thus denying the photo-taking impairment effect.This contradiction may be attributed to different motivations for taking photos,such as Memento or offloading(cognitive load).In the context of college classrooms,both motivations are present.Therefore,does photo-taking have inconsistent effects on learning outcomes?We investigate the influence of smartphone photo-taking during college classroom activities on learning outcomes and the moderating role of photo-taking motivation through three studies.Study 1 employed a 2(photo-taking:yes/no) × 2(motivation:memento/offloading) completely random design and found a significant main effect of photo-taking,indicating the presence of a photo-taking impairment effect.However,the interaction effect was not significant,possibly because the effect of photo-taking motivation requires longer learning materials to manifest.Study 2 utilized a 2(photo-taking:yes/no,within-subjects) × 2(motivation:memento/offloading,between-subjects) mixed design,revealed a significant interaction effect.Photo-taking under the offloading motivation led to the photo-taking impairment effect,while photo-taking under the memento motivation did not exhibit this effect.Study 3 employed a survey method to enhance ecological validity and found the influence of the number of photos taken and photo-taking motivation on college students’ subjective learning outcomes.Under higher offloading motivation and lower memento motivation,a higher number of photos taken negatively predicted learning outcomes.However,under lower offloading motivation and higher memento motivation,the number of photos taken did not significantly predict learning outcomes and showed a positive trend.In summary,these three studies demonstrate that the motivation behind mobile photo-taking in college classrooms influences the subsequent learning outcomes.Photo-taking behavior under the offloading motivation impairs learning outcomes,while photo-taking behavior under the memento motivation does not interfere with learning outcomes.Therefore,this study provides a feasible explanation for the conflicting results in previous photo-taking research and contributes to advancing theories in this field.These findings have positive implications for students’ classroom learning strategies and instructors’ teaching methods.更多还原