【作者】 刘洋；

【导师】 李文昊；

【作者基本信息】 华中师范大学 ， 教育技术学， 2021， 硕士

【摘要】 教育信息化的快速推进,促使视频教学有机会发挥它的多重优势,进而占据在线教育的一席之地。即使按照多媒体设计原则进行了一系列改良,又基于自我调节理论嵌入了互动功能,仍然无法避免在线视频教学有时收效甚微的遗憾结果。因此,需要其他的方法支持在线视频学习。考虑到视频教学越来越多地发生在在线学习环境中,而在这些环境中,自我调节学习又至关重要,所以从长远来看,开发支持自我调节学习的支架十分关键。元认知监控是控制调节行为的中心过程,准确的元认知监控将产生更有效的调节,这反过来将改善学习。因此,致力于提高监控准确度的元认知支架有望改善在线视频学习的效果。研究表明,自我测试提高了监控的绝对准确性,但是关于更准确的元认知监控会带来更好的测试成绩的实证数据还很少。本文设计了一种元认知支架,并对调整测试时间和添加元认知反馈这两种影响支架效果的因素进行控制,以期获得更好的在线视频学习效果。此外,由于目前在线学习的研究侧重于如何设计支架来支持自主学习,学习效果也总是局限于对学习结果的测量,忽视了对支架如何影响学习行为的深入研究。因此,将支持自我调节学习的手段与学习分析方法相结合,可以更好地理解学习过程,这是设计和开发适用于在线学习环境的适应性支架的先决条件。具体地说,本文开展了如下两个研究:研究一通过准实验(N=120)考察了基于自我调节学习理论的不同支架要素,即自我测试时间和有无元认知反馈是否影响学习结果和元认知判断准确度。研究结果表明,调整测试时间对学习结果和元认知判断准确度均没有显著影响;元认知反馈则通过提高了元认知判断准确度积极影响了迁移效果。研究二在研究一的基础上,集中探讨了学习结果与学习过程之间的关系。学习分析结果表明,各个实验组表现出不同的在线学习行为。同时调节效应显示:随着回看次数的增多,元认知反馈的有无对迁移成绩的影响幅度增大。然而,本研究中的跟踪数据不能充分解释迁移测试中的学习成绩。本文的研究成果丰富了对在线视频设计的理论探讨,也为国内外在线教学视频设计工作者提供了可贵的实践指导。更多还原

【Abstract】 With the rapid development of educational informatization,video teaching has the opportunity to give full play to its multiple advantages,and then occupy a place in online education.Even if a series of improvements are made according to the multimedia design principles and the interactive function is embedded based on the self-regulation theory,the regrettable result that online video teaching sometimes has little effect can not be avoided.Therefore,other methods are needed to support online video learning.Considering that video teaching is increasingly taking place in online learning environments,and in these environments,self-regulated learning is very important,so in the long run,it is critical to develop scaffolds to support self-regulated learning.Metacognitive monitoring is the central process of controlling regulatory behavior,and accurate metacognitive monitoring will produce more effective regulation,which in turn will improve learning.Therefore,the meta-recognition scaffold dedicated to improving the monitoring accuracy is expected to improve the effect of online video learning.Research shows that self-testing improves the absolute accuracy of monitoring,but there is little empirical data that more accurate metacognitive monitoring will lead to better testing results.In this paper,a metacognitive scaffold is designed,and the two factors that affect the effect of the scaffold are controlled by adjusting the testing time and adding metacognitive feedback,in order to achieve a better effect of online video learning.In addition,because the current research on online learning focuses on how to design scaffolds to support autonomous learning,the learning effect is always limited to the measurement of learning results,ignoring the in-depth study of how scaffolding affects learning behavior.Therefore,by combining the means of supporting self-regulated learning with learning analysis methods,we can better understand the learning process,which is a prerequisite for the design and development of adaptive scaffolds for online learning environments.Specifically,this paper has carried out the following two studies:Study 1 examined whether the different scaffolding elements based on self-regulated learning theory,that is,self-testing time and metacognitive feedback,affect learning results and the accuracy of metacognitive judgment through quasi-experiment(N=120).The results show that adjusting the testing time has no significant effect on the learning results and the accuracy of metacognitive judgment,while metacognitive feedback positively affects the transfer effect by improving the accuracy of metacognitive judgment.On the basis of study 1,study 2 focuses on the relationship between learning results and learning process.The results of learning analysis showed that each experimental group showed different online learning behaviors.At the same time,the adjustment effect shows that with the increase of the number of reviews,the influence of metacognitive feedback on transfer performance increases.However,the tracking data in this study can not fully explain the academic performance in the transfer test.The research results of this paper not only enrich the theoretical discussion of online video design,but also provide valuable practical guidance for online teaching video designers at home and abroad.更多还原