The cognitive process with intensive and rapid vocabulary acquisition tasks using multimedia glosses

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.

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、大脑的执行功能和信息分配策略）。结果表明，每个单词3秒（整个学习任务15秒）的纯文本注释，在辅助 单词识别方面效果最好。同时，每个单词5秒（整个学习任务25秒）的文本+图片的注释在词 汇意义被动回忆方面效果最好。然而，当学习时间延长后，图像注释可能成为冗余信息。此外 ，研究结果还表明，具有较高语音工作记忆的学习者可能会储存更多的冗余语音信息，从而干 扰信息处理。然而，如果学习者具有更好的大脑执行功能，这种负面影响可能会减轻。