在多媒体课堂上，学生们经常在老师上课的时候拿出手机给课件拍照，这种行为是否有利于教学？这一直困扰着许多人。现在，一项来自美国加州大学河滨分校的首创研究发现，在老师演示课件的过程中，对课件拍照的学生比不拍照的学生更能记住课件里的内容。
Students often take camera-phone photos of slides during an instructor’s presentation. But the question lies in whether this practice helps students remember information.
在教师的演讲中，学生经常用手机拍照。但问题在于这种做法是否能帮助学生记住信息。
A first-of-its-kind study answers the question, finding that taking pictures of PowerPoint slides during an online presentation helped students remember the slide content better than for slides they did not photograph. The study was made by UC Riverside psychology professor and researcher Annie Ditta.
一项首次的研究回答了这个问题，发现在在线演示中拍摄幻灯片比他们没有拍摄的幻灯片更能帮助学生记住幻灯片内容。这项研究由加州大学河滨分校心理学教授和研究员安妮·迪塔进行。
Ditta’s is the first study that specifically considered the lecture slides students photograph as part of their academic studies. Not only did students remember content better when they photographed it, but students also better remembered complementary(补充的) spoken-word-only content.
Ditta's是第一个专门将演讲幻灯片学生照片视为学术研究一部分的研究。学生不仅在拍照时能更好地记住内容，而且学生也能更好地记住互补的纯口语内容。
In both experiments of the two-part study, students were asked not to study the photographs before testing. In the first experiment, 132 university students were asked to take photographs of PowerPoint slides on their computer screens. Half took photos of the even-numbered slides; half took photos of the odd-numbered slides. For the 60-question fill-in-the-blank test that followed, students were asked to recall information from both the slides and the spoken-word-only portion(部分) of the teacher’s presentation. The first experiment found participants remembered the slide information significantly better when they took a photo than when they did not. However, there was no difference in memory for the spoken-word-only information.
在两部分研究的两个实验中，学生被要求在测试前不要研究照片。在第一个实验中，132名大学生被要求在他们的电脑屏幕上拍摄幻灯片。一半拍摄了偶数幻灯片; 一半拍摄了奇数幻灯片。对于随后的60个问题的填空测试，要求学生从幻灯片和老师演示的纯口语部分回忆信息。第一个实验发现，参与者拍照时比不拍照时记忆幻灯片信息要好得多。然而，对于只说单词的信息，记忆没有差异。
In the second experiment, half of the 108 study participants could photograph their choice of slides, as long as they photographed about half. The other half of the participants were instructed to photograph only the slides the others chose to photograph. Whether the students chose the slides they photographed, or whether they were instructed to mimic others’ photo-taking, both sets of students remembered slide-photographed content better than non-photographed content. This time, however, they also experienced a benefit for remembering spoken-word-only content.
在第二个实验中，108个研究参与者中有一半可以拍摄他们选择的幻灯片，只要他们拍摄了大约一半。另一半参与者被指示只拍摄其他人选择拍摄的幻灯片。无论学生是选择他们拍摄的幻灯片，还是被指示模仿他人的拍照，两组学生都比未拍摄的内容更能记住幻灯片拍摄的内容。然而，这一次，他们也体验到了记住只说单词的内容的好处。
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