Earticle

초록

영어

Digital learning environments afford intensive and rapid interaction for learners, which leads to a learning duration within a short learning period. Therefore, it is essential to know how to design information presentations when the learning duration is short and learning tasks are intensive. The current study designed learning tasks with different types of vocabulary glosses (e.g., corresponding pictures or sounds) and learning duration (3, 5, or 7 seconds per word). Learning results were analyzed considering learners’ word recognition and passive recall of the meaning of vocabulary with descriptive analysis. Learners' characteristics (i.e., working memory capacity, executive function, and strategy in allocating information) were collected and analyzed through three types of phonological working memory capacity tests, one visuospatial working memory capacity test, and a vocabulary encoding survey. The result indicates that text-only glosses with 3s per word (15s whole learning task) learning duration led to the highest learning result in supporting learners' word recognition. Meanwhile, text + picture glosses with 5s per word (25s whole learning task) lead to the highest learning result in learners' passive recall of vocabulary meaning. However, when the learning duration is extended, image glosses may become redundant information. Besides, the result indicates that learners with higher phonological working memory, may store more redundant phonological information which disturbs the information processes. However, if learners have a better executive function, the negative effects may be relieved.

중국어

数字学习环境提供的密集而快速的交互，让学习时长被限制在了较短的时间内。因此，了解如何在学习时间较短、学习任务较多的情况下，更好的展示信息是非常必要的。当前研究设计了不同类型的词汇注释（例如，与词汇相关的图片或声音）和不同的单词学习时长（每个单词3秒、5秒或7秒）的学习任务。描述性分析被应用于分析学生的接受性词汇的词汇识别和词汇意义记忆成果。本研究通过三种类型的语音工作记忆容量测试、一种视觉空间工作记忆容量测试和学生词汇记忆策略的调查，收集和分析了学习者的特征（即工作记忆容量、大脑的执行功数字学习环境提供的密集而快速的交互，让学习时长被限制在了较短的时间内。因此，了解如何在学习时间较短、学习任务较多的情况下，更好的展示信息是非常必要的。当前研究设计了不同类型的词汇注释（例如，与词汇相关的图片或声音）和不同的单词学习时长（每个单词3秒、5秒或7秒）的学习任务。描述性分析被应用于分析学生的接受性词汇的词汇识别和词汇意义记忆成果。本研究通过三种类型的语音工作记忆容量测试、一种视觉空间工作记忆容量测试和学生词汇记忆策略的调查，收集和分析了学习者的特征（即工作记忆容量、大脑的执行功

목차

Abstract
Introduction
Background
Dual Coding Theory
Cognitive Theory of Multimedia Learning
Working Memory and Vocabulary Encoding Strategy
Research Design
Sampling Methods
Participants
Measures
Results
Potential Disturbance Variable
Q1: The Impact of Different Types of Multimedia Glosses and Learning Duration on Vocabulary Retention
Q3: The Impact of Working Memory Capacity (WMC) on Vocabulary Retention with Different Types of Glosses and Learning Duration
Form Recognition Test Result
Passive Recall Test Result
Discussion
The Process of Visual and Auditory Information
Working Memory and Learning Duration
Pedagogical Implications
Conclusion
Limitations & Further Research Direction
The Authors
References
Appendix

키워드

저자

• Meilin Jiang [ Hong Kong Metropolitan University ]
• Di Zou [ The Education University of Hong Kong ]
• Lap-Kei Lee [ Hong Kong Metropolitan University ]
• Fu Lee Wang [ Hong Kong Metropolitan University ]
• Nga-In Wu [ The Hong Kong Polytechnic University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420