Effect Of Mongolia And Han College Students,Personality Characteristics Ofmultimedia Learning Environment

Multimedia learning is learning sub category, general definition of learning islearning as a process and result, learning is not only a knowledge andknowledge construction significance of characterization process, is also a kind of results, through learning, change in behavior or tendency. Multimedialearning can intuitively reflect the teaching content, it has a large amount of information, interaction, a wide range of advantages. Deficiencies in practicalteaching, multimedia courseware is usually designed according to the technicalfunctions of multimedia tools, and did not follow the principles of psychology and pedagogy. Overly complex information presentation and redundantinformation is likely to increase the learner’s cognitive load. Therefore, many factors will affect the individual learning in multimedia environment. Among them, the learner’s individual character is very main factor. Cognitive style is an important component of personality, many cross national study, minority and Han peoples cognitive style differences. This difference may influenceindividual learning in multimedia environment.The purpose of this research is to study on the personality characteristics of Mongolian and Han students, and its influence on the learning in multimedia environment. Research of the second grade to the second grade48university students and50University of Han, Mongolian students as subjects, using cognitive ability cognitive style test and space test to investigate personality characteristics of the subjects, multimedia learning material with text+pictures+explanation way of presenting a declarative knowledge off of natural science. The results show that:there are significant differences between the cognitive style of Mongolian students and Han students, cognitive style of Mongolian College students tend to be field dependent cognitive style, and Han university students tend to be field independent type. Spatial cognitive ability of Mongolian students and Han students have no significant difference. The relationship between Mongolian and Han students’ cognitive style, spatial cognitive ability and cognitive load of the three basic is consistent. Specific performance:(1) cognitive style has a direct impact on the cognitive load;(2) cognitive style has a direct influence on the spatial cognitive ability;(3) the spatial cognitive ability has no direct impact on cognitive load;(4) the spatial cognitive ability does not exist a mediating role between cognitive style and cognitive load.