Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Recently, educational psychologists have paid much attention to the effect of emotional factors on multimedia learning, especially the induction of emotions which belongs to one of instructional designs. The effect of positive emotions in the learning process was mainly investigated through external mood induction and internal emotional design in previous studies which indicated that these two emotional induction methods both can induce positive emotions successfully. Nevertheless, the facilitation of positive emotions on multimedia learning performance had very small effect due to the diversity of the emotional induction method and the complexity of the multimedia learning process. In this article, results showed that the median effect sizes related to the effect of external mood induction on learning outcomes were dretention = -0.25, dcomprehension = 0.04, dtransfer = 0.30, respectively; the median effect sizes related to the effect of internal emotional design on learning outcomes were dretention = 0.27, dcomprehension = 0.36, dtransfer = 0.29, respectively. Induced emotions had little effect on subjective learning experience. According to cognitive affective theory of learning with media, the induction of positive emotions can improve learning through motivation. Cognitive load theory, however, predicts an opposite result of learning for the reason that the induction of positive emotions might bring about an increase of the learner’s extraneous cognitive load. Future studies should focus on the experimental manipulation and the effect evaluation of emotion itself, as well as the effect of the undiscovered moderator variables, etc.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The eye gaze of instructors is an important but easily overlooked element in video-based learning environments. The importance of the potential roles of eye gaze can be explained by several theories, such as parasocial theory and social agent theory. These theories suggest that an instructor’s eye gaze in video-based learning environments can promote learning. Other theories such as cognitive theory of multimedia learning and cognitive load theory suggest that an instructor’s eye gaze may hinder learning. While these theories predict the effect of an instructor’s eye gaze differently, in this review article we found inconsistencies in several empirical studies. First, the retention and transfer tests are mainly used to gauge the learning outcome. On retention tests, 9 (60%) of 15 studies show that eye gaze in the video can improve students' retention test, and 6 studies (40%) show that eye gaze can hinder students' performance on retention tests. The median effect size for the eye gaze facilitated retention test was d = 0.41. The median effect sizes for the guided gaze and direct gaze facilitated retention tests were d = 0.28 and d = 0.42. On the transfer test, 6 (40%) of 15 studies show that eye gaze in the video can improve students' transfer test, 1 study (7%) shows that eye gaze can reduce students’ performance on a transfer test, and 8 studies (53%) show that eye gaze can hinder students' performance on transfer tests. The median effect size for the eye gaze facilitated transfer tests was d = 0.39. The median effect sizes for the guided gaze and direct gaze facilitated transfer tests were d = 0.24 and d = 0.42. The above study showed a small facilitative effect of eye gaze on retention and transfer tests. Second, in terms of attentional processing, previous studies have focused on the learner's fixation times on learning materials. 6 (38%) of 16 studies show that eye gaze in the video can increase students' fixation times on learning material, 7 studies (44%) show that eye gaze can reduce students’ fixation times on learning material, and 6 studies (38%) show that eye gaze can hinder students' fixation times on learning material. The median effect size for the eye gaze facilitated fixation times on learning material was d = 0.06. The median effect sizes for the guided gaze and direct gaze facilitated fixation times were d = 0.19 and d =﹣0.14.The above studies suggest that the effect of eye gaze on attentional processing is relatively weak. Third, in terms of subjective experience, parasocial interactions and cognitive load were mainly explored. For the parasocial interaction, 5 (56%) of 9 studies show that eye gaze in the video can improve students' parasocial interaction, and 4 studies (44%) show that eye gaze can hinder students' retention test. The median effect size for the eye gaze facilitated parasocial interaction was d = 0.35. The median effect sizes for the guided gaze and direct gaze facilitated parasocial interaction were d = 0.04 and d = 0.37. Regarding cognitive load, 3 (33%) of 9 studies show that eye gaze in the video can reduce students' cognitive load, and 6 studies (44%) show that eye gaze can increase students' cognitive load. The median effect size for the eye gaze facilitated cognitive load was d =﹣0.02. The median effect sizes for the guided gaze and direct gaze facilitated cognitive load were d = -0.03 and d = 0.09. The above study showed a small facilitative effect of eye gaze on parasocial interaction, but a very weak effect on cognitive load. In addition, the above findings support the parasocial interaction theory, social agency theory, and signaling principle, but not the cognitive theory of multimedia learning or the cognitive load theory. Future research needs to consider the moderating role of the type of eye gaze, facial expressions, prior knowledge experience, and the nature of the learned material. Further exploration is needed for the cognitive processing of eye gaze affecting learning and the related cognitive neural activity.
Subjects: Biology >> Zoology submitted time 2018-12-25 Cooperative journals: 《动物营养学报》
Abstract：本试验采用双因子随机分组试验设计，旨在研究磷酸一二钙（MDCP）和磷酸氢钙（DCP）及其添加水平（前期为0.075%、0.150%、0.225%、0.300%和0.375%，后期为0.12%、0.18%、0.24、0.30%）对肉鸭生长性能、血清生化指标和胫骨指标的影响，以评价MDCP对肉鸭的相对生物学利用率。试验前期（1~21日龄）共选用960只1日龄樱桃谷肉鸭，随机分成10个组，每组6个重复，每个重复16只鸭；试验后期（22~42日龄）选用720只22日龄樱桃谷肉鸭，随机分成8个组，每组6个重复，每个重复15只鸭。试验期42 d。结果表明：1）1~21日龄，随着MDCP或DCP添加水平由0.075%上升到0.225%，肉鸭的平均日增重和平均日采食量显著提高（P<0.05)；0.075% MDCP添加组肉鸭的料重比显著高于其他MDCP添加组（P<0.05)。22~42日龄，0.12% MDCP或DCP添加组肉鸭的平均日增重、平均日采食量显著低于其他MDCP或DCP添加组（P<0.05)；0.12% DCP添加组肉鸭的料重比高于其他DCP添加组（P＞0.05)，0.30% MDCP添加组的料重比显著低于其他MDCP添加组（P<0.05)。2）磷来源与添加水平互作显著影响21日龄肉鸭的胫骨强度（P<0.05)，MDCP添加组肉鸭的胫骨强度显著高于DCP添加组（P<0.05)；磷添加水平对21日龄肉鸭胫骨指标的影响显著（P<0.05)。42日龄肉鸭的胫骨灰分、钙、磷含量以及胫骨强度随着磷添加水平的增加而线性升高；磷来源与添加水平互作对42日龄肉鸭胫骨钙含量的影响显著（P<0.05)。3）21日龄，MDCP添加组肉鸭的血清磷含量显著低于DCP添加组（P<0.05），0.075% MDCP或DCP添加组血清钙、磷含量显著高于其他MDCP或DCP添加组（P<0.05)，0.075%、0.150% MDCP或DCP添加组血清碱性磷酸酶活性显著高于其他MDCP或DCP添加组（P<0.05）。42日龄，肉鸭血清磷含量和碱性磷酸酶活性随DCP或MDCP添加水平的升高而逐渐降低，0.12% DCP添加组的血清磷含量显著高于其他DCP添加组（P<0.05）。结果提示，MDCP可以替代DCP作为肉鸭饲粮的磷来源；MDCP为磷来源时，1~21日龄肉鸭适宜的非植酸磷水平为0.355%，22~42日龄肉鸭适宜的非植酸磷水平为0.305%。综合肉鸭体重、体增重和胫骨矿化指标，肉鸭MDCP相对于DCP（100%）的生物学利用率是109.85%。
Subjects: Psychology >> Educational Psychology submitted time 2018-11-10
Abstract： "
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