In the context of online text–picture relic exhibitions, two exploratory experiments were conducted to investigate the role of integrated/separate display, background information, and annotation type in learning tangible heritage. Using ceramics as an example, we tracked the eye movement of subjects under different display forms and tested whether they obtained the relevant information. Experiment 1 (N = 48) adopted a 2 (integrated/separate display) × 2 (with/without background information) design and Experiment 2 (N = 93) investigated distinct types of annotation (no annotation, indicative/direct/picture/contour shape annotation). We found that the following. (1) In the segmented relic display, the usage time, fixation count, and total fixation duration of relic names were lower than those in the integrated case. The probability that subjects would learn comparatively was also lower in the separate display. However, the performance on retention or transfer tests did not differ depending on the integrated/separate display. After reading the background information, subjects paid less attention to relic names but had better knowledge transfer performance. (2) The viewers’ attention allocation to the materials was not significantly influenced by the annotations. Mere visual annotations did not provide an advantage for information acquisition. By contrast, indicative verbal annotation required relatively more time for better target information memory, and the direct verbal cue consumed the least time. Based on the results, we discussed the application scenario of multimedia learning principles and potential recommendations for designing online relic displays.

在在线文字图片文物展览的背景下，进行了两项探索性实验，探讨整合/单独展示、背景信息和注释类型在学习物质遗产中的作用。以陶瓷为例，我们跟踪了受试者在不同显示形式下的眼球运动，并测试他们是否获得了相关信息。实验1（N = 48）采用2（集成/单独显示）×2（有/无背景信息）设计，实验2（N = 93）研究了不同类型的注释（无注释、指示性/直接/图片/轮廓）形状注释）。我们发现如下。 (1)在分段文物展示中，文物名称的使用时间、注视次数和总注视时长均低于整合情况。在单独的显示中，受试者学习的概率相对也较低。然而，保留或转移测试的性能并没有因集成/分离显示器的不同而有所不同。阅读背景信息后，受试者对文物名称的关注较少，但知识迁移表现较好。 (2)观众对材料的注意力分配并没有受到注释的显着影响。单纯的视觉注释并不能为信息获取提供优势。相比之下，指示性口头注释需要相对更多的时间来更好地记忆目标信息，而直接口头提示花费的时间最少。基于结果，我们讨论了多媒体学习原理的应用场景以及设计在线文物展示的潜在建议。