摘要
目的:研究通过阅读成绩和眼动指标了解冗余信息是否会影响学习效果,为大学生注意力的提升提出相关的建议与理论支持。方法:实验选取某高校62名大学生被试,采用Eyel i nkⅡ眼动仪记录被试在无干扰、图片干扰及文字干扰条件下阅读材料的成绩和眼动指标。结果:(1)大学生在文字干扰条件下学习效果最差,而图片干扰学习效果相对较好,但不同干扰条件下的学习效果差异不显著;(2)无干扰条件下学习效果相对好于有干扰条件,但有无干扰对大学生的阅读成绩影响差异不显著。结论:在实验材料相对简单、学习目的明确的情况下,干扰材料的干扰效果不明显,同时有些干扰材料会起到补充信息的作用,反而会提升学习效果。
Objective： To study whether redundant information can affect learning effect through reading scores and eye movement indicators, and provide relevant suggestions and theoretical support for the improvement of college students＇ attention. Methods： A total of 62 college students from a university were selected and the Eyelink II eye tracker was used to record the scores and eye movement indicators of the subjects under the conditions of no interference, picture interference and text interference. Results： （1） Under the condition of text interference, college students have the worst learning effect, while the learning effect under picture interference is relatively good, but the learning effect under different interference conditions is not significant; （2） The learning effect under no interference is relatively better than that under interference, but whether there is interference or not, the difference in the reading performance of college students is not significant. Conclusion： In the case that the experimental materials are relatively simple and the learning objectives are clear, the interference effect of the interference materials is not obvious, and some interference materials will play the role of supplementing information, but will enhance the learning effect.
作者
厉飞飞
杜晓梅
王峰
Li Feifei;Du Xiaomei;Wang Feng
出处
《科教文汇》
2018年第33期163-164,共2页
Journal of Science and Education
基金
江苏高校哲学社会科学研究"信息碎片化时代青少年注意力提升策略研究(2016SJB190013)"阶段性成果
关键词
大学生
眼动
信息碎片化
冗余信息
学习效果
college students
eye movement
information fragmentation
redundant information
learning effect
