不同图片表征方式在科学视频学习中的效果差异及作用机制 Differences in the Effectiveness of Visual Representations in Science Video Learning and Their Mechanisms

Abstract

教学视频在具象化抽象科学现象与复杂模型时，图片作为核心元素，其表征方式对优化视频内容呈现和提升科学视频学习效果有关键作用。本研究通过实证研究，探究呈现维度（二维vs.三维）和表现形式（静态三维vs.动态三维）对学习者学习体验、认知负荷与学习效果的具体影响。结果表明，维度拓展与表现形式的转变对学习者的学习体验、认知负荷与知识保持均起优化作用。基于认知负荷理论，平行中介效应模型揭示图片表征方式通过调节关联认知负荷，进而影响学习者的知识保持或迁移。本研究为师生优化科学教学视频设计与选择视频学习资源提供了参考。 In instructional videos, images serve as a pivotal element in concretizing abstract scientific phenomena and complex models. Their representation plays a crucial role in optimizing video content presentation and enhancing learners' performance in science video learning. This study aims to explore the specific impacts of presentation dimensions (two-dimensional images vs. three-dimensional images) and representation forms (static three-dimensional images vs. dynamic three-dimensional images) on learners' experience, cognitive load, and learning performance. The results indicate that both the expansion from two-dimensional to three-dimensional and the transition from static to dynamic representations significantly optimize learners' experiences, cognitive load, and knowledge retention. From the perspective of cognitive load theory, parallel mediation effect models further reveal how these visual representations mediate germane cognitive load, thereby impacting knowledge retention or transfer. These findings provide insights for instructors to optimize the design of science instructional videos and for students to select video learning resources more effectively.