使用兩因素被試間設計探索在不同任務難度條件下單一的學習者控制—步調控制對120名大學生多媒體學習的影響。結果發現:(1)在復雜任務條件下,學習者控制組的再認成績顯著高于程序控制組;學習者對簡單任務的主觀難度感知顯著低于復雜任務。(2)在學習者控制組,在學習復雜材料時,使用了控制選項的學習者其遷移成績顯著高于沒有使用的學習者;但對控制的使用與否對簡單任務的學習遷移成績沒有顯著影響。本研究的結果表明,學習者控制可以促進大學生對比較復雜學習內容的記憶,對學習者控制的實際使用可以促進大學生對復雜內容的理解和遷移。學習任務難度在學習者控制影響多媒體學習效果中起調節作用。這一結論對多媒體學習設計具有重要啟示。

This study aimed to investigate the effects of single learner control-pace control and task difficulty-on multi-media learning in 120 undergraduates by a two between-subject factorial design experiment.The findings were that subjective difficulty in simple task learners reported was lower than that in difficulty task,and the recognition per-formance in learner control condition was higher than that in program control condition when undergraduates learned difficult materials.Further,in complex task condition,learners who used the pace control keys performed better than those who didn′ t in transfer test.However,there was no difference in recognition test between the learners who used and didn′ t use the pace control keys when the task was simple.These results indicated that learner control could promote the undergraduates′ memory of difficult materials,and using learner control keys could improve their understanding and transfer in difficult materials.The task difficulty moderated the relationship between learner control and learning performance.The findings had important implications on the design of multi-media learning.