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认知负荷理论(CLT)已成为目前国外研究多媒体信息加工的热点,教育工作者可以在认知负荷理论和信息导航系统的指导下,根据其专业知识结构及学习者的作业成绩反馈,对多媒体信息进行再编辑,利用计算机系统自动生成适合学习者认知水平和认知结构的活动和练习。
Abstract：[1][6]Mayer R E,Moreno R.Nine Waysto Reduce Cognitive Load in Multimedia Learning[J].Educational Psychologist,2003,(38):43—52.
[2]Brünken R,PlassJL,Leutner D.Direct Measurement ofCognitive Load in Multimedia Learning[J].Educational Psychologist,2003,(38):53—61.
[3]TabbersH K,MartensR L,van Merrienboer JJG.Multimedia In structionsAnd CognitiveLoad Theory:EffectsofModalityAnd Cueing[J].British JournalofEducationalPsychology,2004,(74):71—81.
[4]Pass F,Tuovinen J E,Tabbers H,Van Gerven P W M.Cognitive Load Measurement as a Means to Advance Cognitive Load Theory[J].Educational Psychologist,2003,(38):63—71.
[5]Mayer R E.Multimedia Learning[M].New York:Cambridge University Press,2001.
[7]Orey,M.,&Nelson,W.Development Principle for Intelligent Tutoring Systems:Integrating Cognitive Theory into the Development of Computer Based Instruction[J].Educational Technology Research and Development,1994,(41-1):59—72.
[8]Nussbaum M,Rosas R,Peirano I,Francisco C.Development of Intelligent Tutoring Systems Using Knowledge Structures[J].Computers&Education,2001,(36):15—32...
基本信息:
中图分类号:G434
引用信息:
[1]樊建华,金志成.认知负荷理论与多媒体学习软件[J].中国电化教育,2006(08):86-88.
2006-08-10
2006-08-10