Influence of information presentation form on online learning based on dynamics theory of visual perception form

Article type: Research Article

Authors: Sun, Hanjie^{; *}

Affiliations: School of Computer Science and Information Technology, Northeast Normal University, Changchun, China

Correspondence: [*] Corresponding author. Hanjie Sun, School of Computer Science and Information Technology, Northeast Normal University, Changchun 130117, China. E-mail: sunhanjie818@163.com.

Abstract: With the development of information technology, online learning has become an important way of teaching in colleges and universities. The importance of online learning is particularly prominent, especially during the COVID-19 pandemic. How to improve online learning quality is a common problem faced by educators. Online learning quality is closely related to information presentation form, so it is necessary to study the influence of information presentation form on online learning. Based on the dynamics theory of visual perception form and its operating principle, this study compares the differences in post-test scores, cognitive load and satisfaction between the information dynamics presentation form and the traditional information presentation form through a two-factor random experiment. The data analysis shows that information presentation form plays a significant role in improving students’ academic performance and reducing cognitive load. To a certain extent, there search proves the effectiveness of the information presentation form based on dynamics theory of visual perception form in promoting online learning. Relevant improvement suggestions are proposed to provide a reference and basis for the in-depth development of online learning and the improvement of online learning quality.

Keywords: Dynamics theory of visual perception form, information presentation form, online learning, associative cues, CLC Number: G434 Document Code: A

DOI: 10.3233/JIFS-230083

Journal: Journal of Intelligent & Fuzzy Systems, vol. 45, no. 1, pp. 463-475, 2023