新型交互式字幕在视频类学习资源中的应用研究

王志军¹ 孙雨薇² 封 晨³

（1.江南大学 教育信息化研究中心，江苏 无锡 214122；2.北京师范大学 远程教育研究中心，北京 100875；3.香港大学 教育学院，香港 999077）

【摘 要】微课、MOOCs及互联网技术的快速发展推动着我们进入了以视频学习资源为主的开放学习时代。但由于视频类学习资源的交互性非常不足，其学习效果难以保障。字幕是视频中最基础的组成元素之一，影视传媒领域新型交互式字幕的发展及其成功经验为我们有效设计高交互性的视频学习资源提供了启示。本研究在分析影视传媒领域新型交互式字幕的特点与优势的基础上，结合数字原住民的学习特征以及现有教学视频设计中的缺陷对新交互式字幕引入到视频学习资源中的必要性进行分析，并总结了该类字幕在视频学习资源中的五种作用，分别为：①创新字幕表现形式，加强字幕的基础功能；②多样化的表现形式，突出教学重难点，促进内容的记忆和理解；③引申内容，多感官渠道的刺激，参与受众内部知识体系整合；④创造幽默愉悦的学习氛围，吸引学习者长时间地学习参与；⑤使学习者获得及时的心理互动与反馈，增强社会临场感和情感临场感。基于此，本文将视频学习资源中的新型交互式字幕分为信息呈现、内容引申、重点强调、情绪烘托四类，并分别对其进行阐述。最后结合一个相关案例对其进一步论述。希望本研究能够为视频类学习资源的交互性设计与开发提供参考。

【关键词】新型交互式字幕；教学交互；视频学习资源

The Exploration of New Interaction Subtitle Application in Video Learning Resources

WANG Zhijun¹, SUN Yuwei² and FENG Chen³

(1.Center for Educational Informatization, Jiang Nan University, Wuxi 214122, China; 2.Center for Distance Education, Beijing Normal University,

Beijing 100875, China;3.Faculty of Education, The University of Hong Kong, Hong Kong 999077, China)

Abstract: The development of Micro-course, MOOC, and Internet have driven us into the era of video learning. However, with deficiency of video learning resource interactivity, learning effect is hard to ensure. Subtitle is one of the most basic elements in video. The development and success of interactive captions in the fi eld of Film and TV media have brought us important inspirations in online video learning resource design. This study analysed the characteristics and advantages of new interactive subtitle in the fi eld of fi lm and television media fi rst, combining with the learning characteristic of digital native student and the problem of current video teaching resource design, and discussed the necessity of introducing the new interaction subtitle into video teaching resources and the function of these subtitles further. These functions are (1) innovating the traditional subtitles forms and enhance the basic function of subtitles; (2)highlighting the teaching emphasis and diffi culties with variety forms and extending the teaching content; (3)helping learners to integrate internal knowledge and promoting effective knowledge understanding and application; (4)creating humor and enjoyable learning atmosphere to attract learners’ attention and keeping continue participation; (5)getting psychological interaction and feedback in time, enhancing the social presence and emotional presence. Based on this, the study divided these subtitles into four categories: information Presenting, content Extending, emphasizing and Emotion Foiling. Finally, a case is further discussed. Hoping this study could promote the interactivity design and development of video learning resources.

Keywords: new interactive subtitle; instructional interaction; video learning resources

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