网络教学视频字幕设计的眼动实验研究

摘要

There are three forms of subtitles in the network teaching videos, which are no subtitles, complete subtitles and summary subtitles. During the study process of two knowledge types of, that were declarative and procedural, network teaching video which employed three forms of subtitles, the visual cognation of 45 college students involved in this study, who were randomly divided into 3 groups, was instantaneously recorded by eye tracker and their learning effects were measured. The results shown that: (1) For the declarative knowledge video, the complete subtitles can help learners obtain the most learning quantity which was positively related to the eye movement index of subtitle region, the summary subtitles could help learners obtain the best learning quality. (2) For the procedural knowledge video, the summary subtitles could help learners acquire the most learning quantity and the best learning quality, the learning effects of the other two subtitle groups were positively related to the eye movement index of video region.%网络教学视频常见的字幕设计方式包括无字幕、全字幕和概要字幕三种形式。文章将45名大学生随机分为三组，分别使用三种字幕设计的两种知识类型（陈述性、程序性）的网络教学视频进行学习，使用眼动仪实时记录学习者的视觉认知过程，并对学习者的学习效果进行测试。结果表明：陈述性知识视频的全字幕能帮助学习者获得最多的学习数量，学习数量与字幕区的眼动指标正向相关，概要字幕则会帮助学习者取得最好的学习质量；程序性知识视频的概要字幕能够帮助学习者取得最多的学习数量和最好的学习质量，其余两字幕组的学习效果与视频区眼动指标正向相关。