Research On The Influence Of Navigation Cues In Teaching Videos On College Students’ Learning Effect

Network communication technology and instructional video technology have promoted the development of instructional video,because of its multi-channel display of teaching content,instructional videos have gradually become the preferred learning resources for teachers and students in the era of educational informatization.Cues are an important guiding design form of teaching media has gradually attracted the attention of researchers.Navigation cues can enrich the connotation of personalized design of learning resources.They are a powerful tool for teachers to design teaching videos and help learners to carry out personalized learning.However,the application effect of navigation cues will be affected by the type of knowledge and the type of cues.It is particularly important to design and apply navigation cues based on teaching content.This study uses the literature research method to sort out the influence of teaching video cues on learning performance and the application status of navigation cues.Based on multimedia learning theory,cognitive load theory and information foraging theory,the design and development of navigation cues.In order to explore whether there is an optimal match between knowledge types and navigational cue types,a quasi-experimental research method was used to explore adding different types of navigation cues（no navigation cues,empty navigation cues,static navigation and dynamic navigation cues）on learners’ cognitive load,learning satisfaction,learning retention performance,learning transfer performance and interaction behavior,and comprehensively evaluate learners’ learning performance through subjective and objective indicators,so as to find declarative the best way to present the navigation cues of knowledge and procedural knowledge instructional videos,and provide a reference for teachers’ personalized resource design and learners’ personalized learning.The research results show that:（1）In declarative knowledge instructional videos,navigational cues have no significant effect on learners’ cognitive load.In procedural knowledge instructional videos,navigational cues can increase learners’ cognitive load,and dynamic navigation cues have the highest cognitive load.（2）Adding navigation cues to instructional videos can significantly improve learner satisfaction.In declarative knowledge instructional videos,learners are more satisfied with dynamic navigation cues.In procedural knowledge instructional videos,learners are more satisfied with dynamic navigation cues.（3）Adding navigation cues to instructional videos can significantly improve learners’ retention test scores.Dynamic navigation cues have a more significant impact on declarative knowledge retention,and static navigation cues have a more significant impact on procedural knowledge retention.（4）Adding navigation cues to instructional videos can significantly improve learners’ transfer test scores.For declarative knowledge transfer,dynamic navigation cues have a more significant impact.For procedural knowledge transfer,static navigation cues and dynamic navigation cues have no significant difference in the effect of cues,and all of them could significantly improve the learners’ transfer test scores.（5）Adding navigation cues to declarative knowledge instructional videos can increase the frequency of interactive behaviors and promote meaningful interactions among learners.The learners in the dynamic navigation cues group and the static navigation cues group are more targeted in the learning process.Adding navigation cues to procedural knowledge instructional videos had no significant difference in the number of learners’ interactive behaviors,but the behavioral sequences of learners in different types of navigation cue groups showed different characteristics.