如何引导更有效——引导时机和方式对程序性知识教学视频学习效果的影响研究OA北大核心CSSCI

Timely guidance in teaching videos can attract the attention of learners and promote learning outcomes.To explore the impact of guiding timing and methods on the effectiveness and learning experience of procedural knowledge learning,the study used eye tracking technology to conduct a two-factor intergroup experiment with 2(timing:key knowledge point guidance/non-key knowledge point guidance)×2(mode of guidance:social cue guidance/physical cue guidance).The research results indicate that teach-ing videos,guided by non critical knowledge points(guidance timing),can effectively guide learners in attentional allocation,enabling them to focus on important learning content faster and better.Especially,providing social cues for guidance in non critical knowledge points can improve learners'retention test scores;Guided by physical cues(guidance method),the cognitive load of learners can be relatively reduced by reducing their perceived difficulty level(marginal significance).Among them,providing physical cues to guide key knowledge points has a certain promoting effect on maintaining test scores for learners(marginal significance).This means that for procedural knowledge,teaching videos are more effective in guiding non critical knowledge points(guiding timing)and using physical clues(guiding methods).The conclusions derived from the research scientifically support the optimization of instructional information presentation.This not only enriches the basic principles of educational video design and development but also holds certain reference value for teaching practice.