The Analysis of Illustrations for Biological Education in the National High School Exam in light of the Cognitive Theory of Multimedia Learning

Abstract: This research aimed to analyze the illustrations related to the area of Biology presented in the National High School Exam (ENEM), with the subsidy of the Cognitive Theory of Multimedia Learning (CTML), its instructional value and possible imagery deviations. The approach to content in Biology Teaching in many cases needs images to mediate the understanding of structures and processes. ENEM presents some questions with illustrations to guide the navigation of written texts, however they may present design mistakes or lack information, thus making rubrics and instructions difficult to understand. CTML establishes multimedia principles for measuring the instructional value of images. In the ENEM, there were illustrations of Didactic Value with deviations in the Coherence and Signaling Principles. It is important to pay greater attention to the idealization and insertion of images in these exams and alike, in order to avoid misconceptions which can influence the understanding of questions and interfere in the assessment of candidates.

摘要：本研究依托多媒体学习认知理论（Cognitive Theory of Multimedia Learning，CTML），针对全国高中考试（National High School Exam，ENEM）中生物学领域相关插图展开分析，探讨其教学价值及潜在的图像偏差。在生物学教学中，知识内容的呈现往往需要借助图像来辅助学习者理解生物结构与生命过程。ENEM会设置部分配套插图的试题，以引导考生解读书面文本，但这类插图可能存在设计缺陷或信息缺失，进而导致评分细则与答题指令难以被准确理解。CTML确立了用于评估图像教学价值的多媒体学习原则。本次研究涉及的ENEM试题插图中，存在具备教学价值，但在连贯性原则（Coherence Principle）与提示性原则（Signaling Principle）上存在偏差的案例。因此，在这类考试及同类测评中，需更加重视插图的设计与插入规范，以避免引发认知误解，进而影响考生对试题的理解，干扰其考试评估结果。