The Effect Of Presentation Sequence Of Declarative And Procedural Knowledge On Learning In Different Difficulty Instructional Videos

With the increasing application of instructional videos,related research has become a hot topic in the academic community.At present,research on instructional videos mainly focuses on video production methods,video application research,video presentation factor design,and video content design.Due to the influence of Mayer’s multimedia learning theory,theoretical research and empirical research on video presentation elements have become increasingly mature.In contrast,the development of video content design research is relatively slow,and related theoretical research and empirical research need to be strengthened.Cognitive psychology studies the cognitive processing mechanism within the main body,so the model in this field may provide reference value for the design of instructional video content.In view of this,this study will introduce the cognitive skills mastery stage model in cognitive psychology into the content design of teaching videos,and conduct empirical research to verify.Anderson believes that the mastery process of cognitive skills is to master declarative knowledge and master procedural knowledge.Sun believes that the above cognitive skills mastering stage model is mainly for difficult Cognitive skills,for low difficulty cognitive skills,the order of mastering should be to master procedural knowledge and then master declarative knowledge.To verify the applicability of the above viewpoints in video learning,the following two studies were carried out:The first study explores whether the presentation order of declarative knowledge and procedural knowledge will have an impact on learners’ learning.Based on the theory of knowledge classification and the cognitive skills mastery stage theory,the different presentation sequence of declarative knowledge and procedural knowledge is set and the experimental video materials are produced.The results show that learning declarative knowledge before learning procedural knowledge has no significant effect on learning retention,but it can significantly promote the occurrence of learning transfer.In addition,and no matter what the order of presentation of the knowledge,it will not influence cognitive load on learners.The experimental results support Anderson’s cognitive skills mastery stage theory.The second study was conducted on the basis of study 1,aim at explore whether the impact of different types of knowledge presentation on learning will vary depending on the difficulty of the subject.Use hierarchical analysis to determine low-level teaching topics and difficult teaching topics.Then according to the "top-down" learning theory and the "bottom-up" learning theory,corresponding instructional videos are produced.The experimental results show that no matter how difficult the teaching video is,learning declarative knowledge first and then learning procedural knowledge will always bring better learning results;the order of presentation of knowledge is that the learning effect of learners with low difficulty is always better than that of the difficulty group.In terms of learner’s cognitive load,it is also the teaching video difficulty that plays a major role.This study introduces the theoretical model in cognitive psychology into the field of instructional video content design.Through empirical research,it verifies the applicability of cognitive skills master stage theory in instructional video content design.At the same time,it also find another reference model for instructional video content design.