| Under the background of the information age,micro-courses,as a new form of online education with vivid images,easy to understand and repeatable,have quickly entered the classroom of higher education.However,students’ learning effect has not improved significantly with the convenience of this tool,and even shallow learning has gradually become dominant.Therefore,in order to solve this problem,we urgently need to explore effective solutions through the reform of digital resource design to change the depth and quality of students’ digital learning.This requires us to continuously explore and innovate and continuously improve micro-courses to better stimulate students’ desire and motivation for learning,enhance their interest and concentration in learning,so that micro-courses can truly play their due effect and role in the process of students’ digital learning,and provide strong support and help for the innovative development of higher education.With the goal of promoting the depth of online learning of college students through clue design,this study adopts a design-based research paradigm to design an overall scheme to promote the integration of different clues of college students’ deep learning into micro-courses,and applies them in actual teaching,cyclically iterative optimization schemes,so as to promote the theoretical and practical development of college students’ deep learning research.The research results provide a theoretical reference for the design of microcourses to support deep learning for college students,and provide a practical path for higher education reform.This paper is divided into six chapters: the first chapter is the introduction,which mainly discusses the research background,problems,research objectives,research content,research methods,research routes and research significance.The second chapter is the basic part of the research.It defines the concept of cue acquisition in deep learning,microlesson and digital learning,and discusses the research status of deep learning and the research status of cue embedding in micro-lesson design.The third chapter is the construction stage of the theoretical framework of micro-course design incorporating cues with the goal of deep learning.This part discusses how to build the theoretical framework on the basis of theoretical basis and design principles.The fourth chapter is the program implementation and effect analysis part.This part adopts the design-based research to carry out the program implementation,collects the questionnaire data and test data filled in by students and makes statistical analysis,and constantly optimizes the theoretical framework to get the final design scheme.The fifth chapter is the conclusion of the study,reflecting on the shortcomings of this study,and looking forward to the follow-up research.Through the study,it is found that experiential contextual cues can promote students’ understanding of subsequent content.Visual cues can effectively promote the achievement of shallow learning goals.Problem clues play a significant role in promoting deep learning.The scheme of integrating clues into micro-lessons as a whole can promote deep learning of college students.Due to the limitations of research conditions and time,this study failed to use eye tracker to analyze the effects of micro-lesson application,and the knowledge types selected were mostly declarative knowledge,limited in application scope and limited by researchers’ own research level,so the design and implementation of the whole intervention still had a lot of empiricism and inconsideration.More types of knowledge will be studied in subsequent studies to form more universal research results.Meanwhile,researchers expect to make up for the huge workload brought by analysis with more powerful technical support,so as to effectively improve the quality level and promotion value of research results. |
