认知负荷的测量及其在多媒体学习中的应用
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摘要
认知负荷的测量对于认知负荷理论来说是一个根本的挑战。所以，认知负荷理论一经提出来，研究者们就开始寻求科学的测量方法。已有的认知负荷测量方法大致分为三类，即主观测量法、任务绩效测量法、生理测量法。在实际研究中，主观测量法以其特有的优势在三类方法中具有举足轻重的地位，这就使得主观测量工具的敏感性与效度显得尤为重要。另外，目前国内外学者围绕任务特征、教学设计等方面对认知负荷的影响已经做过不少的实证研究，但针对学习者特征、学习方式与认知负荷的关系研究还缺乏比较深入的考察。本研究运用调查法、测量法、实验法等心理学研究方法，设计了系列实验，进行了以下研究。首先，通过比较三种认知负荷主观测量工具的灵敏度与效度，找到了较为理想的测量工具；其次，运用该测量工具，探讨了多媒体学习环境中学习方式与学习风格对认知负荷及学习结果的影响。最后，在以上研究和借鉴前人研究的基础上，提出了影响认知负荷及学习结果的因素模型。本研究的结果将为多媒体学习中认知负荷的测量及教学设计与个性化学习提供重要的参考。
具体来说，本研究的主要结论如下：
（1）在本研究任务条件下，WP量表的敏感性略高于PAAS量表，NASA-TLX量表的敏感性最弱；WP量表的诊断性较好；PAAS量表、WP量表的效度较高，且好于NASA-TLX量表。综合各项指标，在中低难度任务下，WP量表是目前认知负荷较为理想的测量工具。另外，次任务反应时的稳定性、抗干扰性较好，可以作为不同难度任务下认知负荷的效标使用。认知负荷综合指标的敏感性较好。
（2）在本研究条件下，教育者归纳降低了学习者的内在认知负荷，能提高学生的各种学习成绩；自我归纳提高了学生的相关认知负荷，只能提高学生的迁移成绩。教育者归纳组在两种材料下的各种成绩都好于自我归纳组与不归纳组。归纳方式与材料难度在对认知负荷与学习结果的影响上有交互作用。
（3）在本研究条件下，元认知提问对认知负荷与学习成绩有显著的影响，它增加了学习者的元认知负荷与认知负荷总量，并能提高其学习成绩。在难学习材料下，元认知提示提问引起的认知负荷显著高于元认知呈现问题。元认知提问与材料难度在对认知负荷及学习结果的影响上存在交互作用。
（4）在本研究条件下，学习风格与材料呈现方式对认知负荷有显著影响，学习风格与材料难度有交互作用，但与材料呈现之间无显著的交互作用。针对难学习材料，视觉型学习者的认知负荷显著高于言语型学习者；全文呈现引起的认知负荷显著高于概述呈现。学习风格与材料呈现方式对学习成绩没有独立的影响，在对迁移成绩、回忆成绩的影响上两者有交互作用，但对再认成绩的影响上没有交互作用。
（5）在全面总结本研究和前人研究的基础上，提出了影响认知负荷及学习结果的因素模型。本模型揭示了：学习方式主要影响有效的认知负荷即相关认知认知负荷与元认知负荷，学习风格主要影响内在认知负荷；内部因素主要影响相关认知负荷、元认知负荷与内在认知负荷，外部因素主要影响内在认知负荷与外在认知负荷；内部因素与外部因素存在一定的交互作用。
After Cognitive Load Theory （CLT） was proposed by John Sweller in1980s',researchers began to invent new methods for measuring cognitive load. Along with thedevelopment of cognitive load theory, a fundamental challenge for itself is how tomeasure cognitive load. At present, the measurement methods can be devided into threecategories, namely, subjective measures, task performance measures and physiologicalmeasures. Because of its simplicity, practicability and convenience, subjective measurewas the most popular in recent influential researches on cognitive load. In addition, lotsof research effort have been donated on the effects of task characteristic andinstructional design on cognitive load, while the relationship between learner'scharacteristic or learning mode and cognitive load have been neglected. Using manypopular research methods in psychology, including investigation technique, measuringmethod, experimental method, the present study was designed by combining a series ofexperiments to investigate the following phenomenon in CLT. Firstly, by comparing thesensitivity and validity of three subjective rating scales, the most effective one of thethree was identified. Secondly, using this identified scale, the effects of the learnercharacteristic and learning mode on the cognition load and learning performance in themultimedia learning environment were probed. Finally, based on the above mentionedresults and previous literature, a model on how learner's characteristics and learningmode affect cognition load and learning performance was proposed. The study providedimportant basis for the cognitive load measurement in the multimedia learning,instructional design and personalized learning.
The main results of the research were:
1. In the present task condition, the sensitivity, validity and diagnosticity of theWorkload Profile Index Ratings（the WP）were higher than the Paas Cognitive LoadScale（the PAAS）, while the ones of the NASA Task Load Index（the TLX）were theworst. Base on the above mentioned results, the WP was the most effective subjective rating scales of the three ones, especially for medium or lower difficulty task.The resultsalso showed that the sensitivity and intrusiveness of response time of secondary-taskwere both better and it could be used as reference object to subjective measures. Thesensitivity of cognitive load's composite index was also better.
2. In the present research condition, the generalization from educator reduced thelearner's intrinsic cognitive load, and increased their recall and transfer test performance;while the generalization from learner increased their germane cognitive load, butincreased their transfer test performance only. The learning performance of thegeneralization from educator was better than that of the generalization from learner andnot generalization, either for difficult materials or for easy ones.There was interactioneffect on cognition load and learning performance between generalization style andmaterial difficulty.
3. In the present research condition, meta-cognitive questioning had significantinfluence on cognitive load and learning performance，for it increased meta-cognitiveload and total amount of cognitive load, and it can also increased the learner's learningperformance. For the complex learning materials, cognitive load from meta-cognitivehinting questions was higher significantly than one from meta-cognitive presentingquestions. There was interaction effect on cognition load and learning performancebetween meta-cognitive questioning and material difficulty.
4. In the present research condition, learning style and material presentation modehad significant influence on cognitive load, while there was interaction effect betweenlearning style and material difficulty, but there was no interaction effect betweenlearning style and material presentation mode. For the complex learning materials,cognitive load from the learner of visual learning style was higher significantly than onefrom the learner of verbal learning style, and cognitive load from full-text presentationwas higher significantly than one from summarizing presentation. The learning styleand material presentation mode had no significant main effect on the learner's learningperformance, while there was interaction effect on transfer and recall test performancebetween them, except for recognition one.
5. Based on the above mentioned results and previous literature, a model on howlearner's characteristics and learning mode affect cognition load and learningperformance was proposed. The model showed that, learning mode （i.e. generalization or meta-cognitive questioning） affected effective cognition load, including germanecognitive load and meta-cognitive load, while learning style affected affected intrinsiccognitive load; interior factors affected germane cognitive load，meta-cognitive load andintrinsic cognitive load, while external factors affected intrinsic and extraneouscognitive load. In addition to, there was interaction effect on cognition load and learingperformance between interior factors and external ones.
具体来说，本研究的主要结论如下：
（1）在本研究任务条件下，WP量表的敏感性略高于PAAS量表，NASA-TLX量表的敏感性最弱；WP量表的诊断性较好；PAAS量表、WP量表的效度较高，且好于NASA-TLX量表。综合各项指标，在中低难度任务下，WP量表是目前认知负荷较为理想的测量工具。另外，次任务反应时的稳定性、抗干扰性较好，可以作为不同难度任务下认知负荷的效标使用。认知负荷综合指标的敏感性较好。
（2）在本研究条件下，教育者归纳降低了学习者的内在认知负荷，能提高学生的各种学习成绩；自我归纳提高了学生的相关认知负荷，只能提高学生的迁移成绩。教育者归纳组在两种材料下的各种成绩都好于自我归纳组与不归纳组。归纳方式与材料难度在对认知负荷与学习结果的影响上有交互作用。
（3）在本研究条件下，元认知提问对认知负荷与学习成绩有显著的影响，它增加了学习者的元认知负荷与认知负荷总量，并能提高其学习成绩。在难学习材料下，元认知提示提问引起的认知负荷显著高于元认知呈现问题。元认知提问与材料难度在对认知负荷及学习结果的影响上存在交互作用。
（4）在本研究条件下，学习风格与材料呈现方式对认知负荷有显著影响，学习风格与材料难度有交互作用，但与材料呈现之间无显著的交互作用。针对难学习材料，视觉型学习者的认知负荷显著高于言语型学习者；全文呈现引起的认知负荷显著高于概述呈现。学习风格与材料呈现方式对学习成绩没有独立的影响，在对迁移成绩、回忆成绩的影响上两者有交互作用，但对再认成绩的影响上没有交互作用。
（5）在全面总结本研究和前人研究的基础上，提出了影响认知负荷及学习结果的因素模型。本模型揭示了：学习方式主要影响有效的认知负荷即相关认知认知负荷与元认知负荷，学习风格主要影响内在认知负荷；内部因素主要影响相关认知负荷、元认知负荷与内在认知负荷，外部因素主要影响内在认知负荷与外在认知负荷；内部因素与外部因素存在一定的交互作用。
After Cognitive Load Theory （CLT） was proposed by John Sweller in1980s',researchers began to invent new methods for measuring cognitive load. Along with thedevelopment of cognitive load theory, a fundamental challenge for itself is how tomeasure cognitive load. At present, the measurement methods can be devided into threecategories, namely, subjective measures, task performance measures and physiologicalmeasures. Because of its simplicity, practicability and convenience, subjective measurewas the most popular in recent influential researches on cognitive load. In addition, lotsof research effort have been donated on the effects of task characteristic andinstructional design on cognitive load, while the relationship between learner'scharacteristic or learning mode and cognitive load have been neglected. Using manypopular research methods in psychology, including investigation technique, measuringmethod, experimental method, the present study was designed by combining a series ofexperiments to investigate the following phenomenon in CLT. Firstly, by comparing thesensitivity and validity of three subjective rating scales, the most effective one of thethree was identified. Secondly, using this identified scale, the effects of the learnercharacteristic and learning mode on the cognition load and learning performance in themultimedia learning environment were probed. Finally, based on the above mentionedresults and previous literature, a model on how learner's characteristics and learningmode affect cognition load and learning performance was proposed. The study providedimportant basis for the cognitive load measurement in the multimedia learning,instructional design and personalized learning.
The main results of the research were:
1. In the present task condition, the sensitivity, validity and diagnosticity of theWorkload Profile Index Ratings（the WP）were higher than the Paas Cognitive LoadScale（the PAAS）, while the ones of the NASA Task Load Index（the TLX）were theworst. Base on the above mentioned results, the WP was the most effective subjective rating scales of the three ones, especially for medium or lower difficulty task.The resultsalso showed that the sensitivity and intrusiveness of response time of secondary-taskwere both better and it could be used as reference object to subjective measures. Thesensitivity of cognitive load's composite index was also better.
2. In the present research condition, the generalization from educator reduced thelearner's intrinsic cognitive load, and increased their recall and transfer test performance;while the generalization from learner increased their germane cognitive load, butincreased their transfer test performance only. The learning performance of thegeneralization from educator was better than that of the generalization from learner andnot generalization, either for difficult materials or for easy ones.There was interactioneffect on cognition load and learning performance between generalization style andmaterial difficulty.
3. In the present research condition, meta-cognitive questioning had significantinfluence on cognitive load and learning performance，for it increased meta-cognitiveload and total amount of cognitive load, and it can also increased the learner's learningperformance. For the complex learning materials, cognitive load from meta-cognitivehinting questions was higher significantly than one from meta-cognitive presentingquestions. There was interaction effect on cognition load and learning performancebetween meta-cognitive questioning and material difficulty.
4. In the present research condition, learning style and material presentation modehad significant influence on cognitive load, while there was interaction effect betweenlearning style and material difficulty, but there was no interaction effect betweenlearning style and material presentation mode. For the complex learning materials,cognitive load from the learner of visual learning style was higher significantly than onefrom the learner of verbal learning style, and cognitive load from full-text presentationwas higher significantly than one from summarizing presentation. The learning styleand material presentation mode had no significant main effect on the learner's learningperformance, while there was interaction effect on transfer and recall test performancebetween them, except for recognition one.
5. Based on the above mentioned results and previous literature, a model on howlearner's characteristics and learning mode affect cognition load and learningperformance was proposed. The model showed that, learning mode （i.e. generalization or meta-cognitive questioning） affected effective cognition load, including germanecognitive load and meta-cognitive load, while learning style affected affected intrinsiccognitive load; interior factors affected germane cognitive load，meta-cognitive load andintrinsic cognitive load, while external factors affected intrinsic and extraneouscognitive load. In addition to, there was interaction effect on cognition load and learingperformance between interior factors and external ones.
引文
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