【摘要】：當(dāng)前,多媒體教學(xué)已經(jīng)成為中學(xué)主要的教學(xué)方式。國(guó)內(nèi)外關(guān)于多媒體瀏覽行為的研究成果雖然較多,但是在研究?jī)?nèi)容上對(duì)微觀瀏覽行為的研究較少,研究對(duì)象類型單一,多以大學(xué)生為主,且關(guān)注被試外部眼動(dòng)特征,缺乏對(duì)其內(nèi)部認(rèn)知特點(diǎn)的研究。本研究結(jié)合已有的眼動(dòng)研究成果,選取基本的能顯著引發(fā)瀏覽行為的圖文結(jié)合界面結(jié)構(gòu)、內(nèi)容呈現(xiàn)路徑以及指示性引導(dǎo)元素作為研究?jī)?nèi)容。選取中國(guó)科普博覽網(wǎng)上適合中學(xué)生瀏覽的相關(guān)內(nèi)容制作實(shí)驗(yàn)材料,設(shè)計(jì)眼動(dòng)實(shí)驗(yàn),利用Tobii T120眼動(dòng)儀對(duì)中學(xué)生進(jìn)行了三個(gè)實(shí)驗(yàn),實(shí)驗(yàn)一探究不同年級(jí)中學(xué)生在不同多媒體界面結(jié)構(gòu)上瀏覽行為,實(shí)驗(yàn)二探究不同年級(jí)中學(xué)生在不同內(nèi)容呈現(xiàn)路徑上瀏覽行為,實(shí)驗(yàn)三探究不同年級(jí)中學(xué)生在不同指示性引導(dǎo)元素上瀏覽行為。研究結(jié)論如下:⑴在四種圖文界面結(jié)構(gòu)上,不同年級(jí)的中學(xué)生之間和不同的圖文組合界面結(jié)構(gòu)之間均表現(xiàn)出差異,顏色鮮艷的圖片更能夠吸引中學(xué)生的注意,特別是帶有少量文字的圖片。⑵在三種內(nèi)容呈現(xiàn)路徑上,不同的內(nèi)容呈現(xiàn)路徑表現(xiàn)出差異。對(duì)于順序?qū)浅尸F(xiàn)路徑的三個(gè)區(qū)域,中學(xué)生的瀏覽行為表現(xiàn)出均衡性,但是順序左拐和右拐呈現(xiàn)路徑上表現(xiàn)出“頭重腳輕”的特點(diǎn)。⑶在五種不同指示性引導(dǎo)元素上,不同的指示性引導(dǎo)元素之間存在差異,年級(jí)和指示性引導(dǎo)元素的交互作用在首次進(jìn)入時(shí)間上表現(xiàn)出極其顯著差異。中學(xué)生偏好瀏覽下劃線標(biāo)識(shí)區(qū)域和箭頭區(qū)域。最后,根據(jù)研究結(jié)果,筆者對(duì)教師和多媒體學(xué)習(xí)材料開發(fā)者提出了多媒體學(xué)習(xí)材料設(shè)計(jì)以及對(duì)多媒體教學(xué)的建議。
[Abstract]:At present, multimedia teaching has become the main teaching method in middle schools. Although there are many research results on multimedia browsing behavior at home and abroad, there are few researches on microscopic browsing behavior in the research content, the research object type is single, most of them are college students, and they pay more attention to the external eye movement characteristics of the subjects. Lack of research on its internal cognitive characteristics. Based on the existing research results of eye movement, the basic graphic and text binding interface structure, the content presentation path and the indicative guiding elements are selected as the research contents. Three experiments were carried out on the Tobii T120 eye movement instrument by selecting the relevant content suitable for middle school students to browse on the Chinese popular Science Expo, designing eye movement experiments, and making use of the Tobii T120 eye movement instrument. Experiment 1 explores browsing behavior of middle school students in different grades on different multimedia interface structures. Experiment 2 explores browsing behavior in different content presentation paths of middle school students in different grades. Experiment three explores the browsing behavior of middle school students in different grades on different indicative guiding elements. The results are as follows: (1) in the four kinds of graphic and text interface structures, there are differences among middle school students in different grades and among different graphic and text combinations, and colorful pictures can attract the attention of middle school students. In particular, picture .2 with a small amount of text shows different content rendering paths in the three kinds of content rendering paths. For the three regions with diagonal path, the browsing behavior of middle school students showed equilibrium, but the characteristics of "top-heavy" and "top-heavy" were shown in the sequence left and right turn. 3 on five different indicative guiding elements. There are differences among different indicative guiding elements, and the interaction between the grade and the indicative guiding elements shows significant difference in the first entry time. Middle school students prefer to browse the underlined identification area and arrow area. Finally, according to the results of the study, the author puts forward the design of multimedia learning materials for teachers and developers of multimedia learning materials, as well as the suggestions for multimedia teaching.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G434

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