综述

增强现实多媒体学习的心理特征和心理机制

  • 赵小军 ,
  • 寇玉婷 ,
  • 石常秀 ,
  • 李旭鹏
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  • 河北大学教育学院,保定 071002
赵小军,教授,博士生导师。河北大学高效率学习科学研究中心负责人,保定市第十七中学副校长(挂职)。担任中国科普作家协会心理科普创作专委会委员、河北省大中小学心理健康教育专家指导委员会副主任委员等。研究方向为AR学习与人因工程、社会与管理心理。
*李旭鹏,759892866@qq.com

网络出版日期: 2024-06-06

基金资助

国家社会科学基金教育学一般项目“增强现实(AR)多媒体学习的认知情感机制及其促进小学生高效率学习的研究”,项目编号BBA200031

Psychological Characteristics and Psychological Mechanism of Augmented Reality Multimedia Learning

  • ZHAO Xiaojun ,
  • KOU Yuting ,
  • SHI Changxiu ,
  • LI Xupeng
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  • School of Education, Hebei University, Baoding 071002, China
*LI Xupeng, 759892866@qq.com

Online published: 2024-06-06

摘要

增强现实(augmented reality,AR)技术因其所具备的便利性、真实性、交互性和实用性等优点,近年来在学习科学领域被广泛运用,并取得了显著成效。针对学业情绪导致的学习效率下降问题,AR学习的多元信息化设计可以激发学生的积极情绪,提升学生的学习效率。文章从AR多媒体学习的界定出发,通过学习情境化、高互动性和高反馈性、学习主动性的提升和高心理沉浸性等角度对AR多媒体学习的心理特征进行了分析。激发学习兴趣、调动学习动机,减轻认知负荷、促进元认知加工,优化学生能力生成的路径和效果是AR多媒体学习的主要心理机制。同时,文章从限制伪智慧课堂、加强教师AR教学设计培训,技术融合升级、克服“双重短缺”,探索适应“双线学习”的AR应用新模式角度指出了AR多媒体学习在应用中的不足与展望。文章为AR多媒体技术在教育心理领域的拓展提供了积极借鉴。

本文引用格式

赵小军 , 寇玉婷 , 石常秀 , 李旭鹏 . 增强现实多媒体学习的心理特征和心理机制[J]. 心理学通讯, 2023 , 6(3) : 145 -151 . DOI: 10.12100/j.issn.2096-5494.223023

Abstract

Because of its advantages of convenience, authenticity, interactivity, and practicability, augmented reality (AR) has been gradually extended to the field of learning science and achieved some results. Focusing on the problem of declining learning efficiency caused by academic emotions, the multi-information design of AR learning can promote the stimulation of students' internal positive emotions and achieve the purpose of efficient learning. Based on the definition of AR multimedia learning, this paper analyzes the psychological characteristics of AR multimedia learning from the perspectives of learning context, high interaction and feedback, improvement of learning initiative, and high psychological immersion. Enhancing learning interest, stimulating internal learning motivation, reducing cognitive load, promoting metacognitive processing, and optimize the path and effect of student ability generation are the main psychological mechanisms of augmented reality multimedia learning. From the perspectives of restricting pseudo-wisdom classroom, strengthening the training of AR teaching design for teachers, having technology integration and upgrade, overcoming the “double shortage”, and exploring a new AR application mode suitable for “double-line learning”, the study pointed out the shortcomings and prospects of AR multimedia learning in the application, and it provided a positive reference for the expansion of AR multimedia technology in the field of educational psychology.

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