視覺單通道還是視聽雙通道?--通道效應的元分析__臺灣人文及社會科學引文索引資料庫

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題名：	視覺單通道還是視聽雙通道?--通道效應的元分析
書刊名：	心理科學進展
作者：	王福興／謝和平／李卉
作者(外文)：	Wang, Fuxing／Xie, Heping／Li, Hui
出版日期：	2016
卷期：	2016(3)
頁次：	335-350
主題關鍵詞：	通道效應；逆轉通道效應；邊界條件；多媒體學習；元分析；Modaity effect；Reverse modality effect；Boundary condition；Multimedia learning；Meta-analysis
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:39

多媒體學習中的通道效應認為,學習者對"畫面+聲音解說"組成的視聽雙通道材料的識記或理解效果要好于"畫面+視覺文本"組成的視覺單通道材料,而逆轉通道效應則發現了與之相反的結果。針對以往研究缺陷,重新采用元分析技術,以保持測驗和遷移測驗作為結果變量,考察通道效應的穩定性。經文獻檢索、納入與排除后,共獲91篇符合元分析的文獻。經數據事先合并處理后,保持測驗上生成94個獨立效應量（8088人）,遷移測驗上生成83個獨立效應量（6664人）。主效應檢驗發現:視聽雙通道在保持測驗（d=0.24）和遷移測驗（d=0.25）上均顯著高于視覺單通道;調節效應檢驗發現:呈現步調、畫面動態性和材料時長在保持測驗和遷移測驗上均對通道效應起到調節作用,通道效應主要在系統步調(d保持=0.43,d遷移=0.44)、動態畫面(d保持=0.50,d遷移=0.59)及短時材料(d保持=0.38,d遷移=0.33)條件下出現;所有結果均未發現逆轉通道效應。結論認為:相比視覺單通道,當圖文信息以視聽雙通道呈現時更有利于促進學習者對多媒體學習材料的識記和理解,支持了多媒體學習認知理論;呈現步調、畫面動態性以及材料時長是通道效應的重要邊界條件。

以文找文

The modality effect in multimedia learning showed that learning outcomes were enhanced if words were presented in an audial format with pictures, rather than a visual format（see Mayer, 2009）. However, research on the reverse modality effect indicated a totally opposite result（e.g. Crooks, Cheon, Inan, Ari, & Flores, 2012; Tabbers, Martens, & van Merri? nboer, 2004）. A meta-analysis based on 91 empirical studies was conducted to investigate the effect of text modality on both retention and transfer tests. After pooling data preliminarily, ninety-four independent effect sizes（8088 participants） were finally included in retention-related meta-analysis while 83 independent effect sizes（6664 participants） in transfer-related meta-analysis. The results suggested that participants who learned from narration outperformed those who learned from visual text both on retention test(dretention = 0.24) and transfer test(dtransfer = 0.25) with different effect sizes from Ginns’ s（2005）. Further moderator analyses indicated that modality effect on learning outcomes was significantly moderated by the pace of presentation, dynamism of pictures and duration of learning materials. Specifically, the modality effect occurred mainly in conditions of system-paced presentation (dretention = 0.43, dtransfer = 0.44), dynamic pictures(dretention = 0.50, dtransfer = 0.59) and short learning materials(dretention = 0.38, dtransfer = 0.33). All of the results didn’t reveal a reverse modality effect. The replicated strong modality effect suggested that performance on recall and comprehension tasks was better when words and pictures were presented in a dual modality, rather than a single one, which supported Mayer’s Cognitive Theory of Multimedia Learning（CTML）. Moreover, the pace of presentation, dynamism of pictures and duration of learning materials should be considered as vital boundary conditions of modality effect.

以文找文

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學位論文
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3.	羅淑嫻(2012)。通道效應在老年人多媒體學習中的有效性研究(碩士論文)。湖南師範大學，長沙。延伸查詢
4.	肖玉琴(2010)。通道效應在交互性多媒體學習環境中的有效性研究(碩士論文)。湖南師範大學，長沙。延伸查詢
5.	McNeill, A. L.(2004)。The effects of training, modality, and redundancy on the development of a historical inquiry strategy in a multimedia learning environment(碩士論文)。Virginia Polytechnic Institute and State University。
6.	Schmidt-Weigand, F.(2005)。Dynamic visualizations in multimedia learning: The influence of verbal explanations on visual attention, cognitive load and learning outcome(博士論文)。Universitätsbibliothek Gieβen。
7.	Tabbers, H. K.(2002)。The modality of text in multimedia instructions: Refining the design guidelines(博士論文)。Open University of the Netherlands，Heerlen, NL。

圖書
1.	Clark, R. C.、Mayer, R. E.(2011)。E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning。John Wiley & Sons。
2.	Borenstein, Michael、Hedges, Larry V.、Higgins, Julian P. T.、Rothstein, Hannah R.(2009)。Introduction to Meta-Analysis。John Wiley & Sons, Inc.。
3.	Cooper, Harris M.(1989)。Integrating research: A guide for literature reviews。SAGE Publications, Inc.。
4.	Rothstein, H. R.、Sutton, A. J.、Borenstein, M.(2005)。Publication bias in meta-analysis: Prevention, assessment and adjustments。Hoboken, NJ：John Wiley & Sons。
5.	Mayer, Richard E.(2009)。Multimedia Learning。Cambridge University Press。
6.	Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。

其他
1.	Higgins, J. P. T.，Green, S.(2011)。Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0 [updated March 2011]: The Cochrane Collaboration，http://www.cochrane-handbook.org， 2015/08/22。

圖書論文
1.	Baddeley, Alan D.、Hitch, Graham J.(1974)。Working memory。The Psychology of Learning and Motivation: Advances in Research and Theory。Academic Press。

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