Effects of Two-Tier Self-Explanation and Attention Cueing Strategy on the Learning Achievement in Distance Multimedia Learning

• Main Authors: TSAI, WEI-WEI, 蔡瑋瑋
• Other Authors: KUO, YU-CHEN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/8fyb5v

碩士 === 東吳大學 === 資訊管理學系 === 107 === Due to the great development of network technology, distance learning becomes the new trend of development. When learners conduct distance learning, because of the features and the free status of distance learning, it makes easy for students to become distracted or unfocused on their learning. Therefore, how to make learner to focus on the important content is a challenge in multimedia distance learning. Many studies have explored whether cueing can effectively guide students' attention. In this project, we will design a material with cues based on the “Central Cue” and “Peripheral Cue” from the “Attentional Cuing Paradigm” (Posner, 1980), to explore two cues which representing “endogenous” and “exogenous” attentional cueing by using multimedia video learning, whether it can effectively enhance the focus on the target area of interest(AOI) and the impact of the learning achievements and varieties. We will detect learners’ eye movements and patterns by eye tracker to confirm whether the learner is watching the right location at the right time, and then analyze the relationship between learners’ watching pattern and learning achievements. In addition, we found that only cueing learners to the target area of interest, cannot enhance the learner's knowledge building. In order to enhance learners’ depth of learning and cognitions, this study will use two-tier testing, and combined with self-explanation prompts to design our experiment, including the menu-based self-explanation strategy on the first level, and the open-ended self-explanation strategy on the second level. We design our questions by using contrapositive logic, which means “if is in p, then it must be in q; else is not within q, cannot be within p”, so that learners can reflect their answers from first-tier and second-tier questions, and help them thought and learn deeply to make sure their answers firmly. In this study, we may explore whether the two-tier self-explanation strategy will have better self-explanation learning achievements than the single-tier self-explanation strategy or not. The results of this study show that learners use the central cue that representing endogenous attentional cueing can effectively enhance the focus on the target AOI at the right time, and the two-tier self-explanation strategy can help learners to improve their learning achievement, learning motivation and reflection. The results of learning behavior pattern analytics show that the two-tier self-explanation strategy can help learners rethink the first-level questions and modify the answers and return to the learning video review.