| DC 欄位 |
值 |
語言 |
| DC.contributor | 資訊管理學系 | zh_TW |
| DC.creator | 郭璟諭 | zh_TW |
| DC.creator | Ching-Yu kuo | en_US |
| dc.date.accessioned | 2003-6-12T07:39:07Z | |
| dc.date.available | 2003-6-12T07:39:07Z | |
| dc.date.issued | 2003 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=90423024 | |
| dc.contributor.department | 資訊管理學系 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 論文摘要
現今利用多媒體教材輔助教學已經成為重要的趨勢。然而，是否讓越多不同媒體組合在一起使資訊呈現的方式愈多元，資訊接收者就愈能夠有效地吸收資訊、愈能增進學習效率？本研究以訊息設計的角度，探討不同媒體組合方式與認知型態對學習成效與認知負荷的影響；並探討認知負荷與學習成效之間的關係。
本研究採3x2二因子實驗設計，自變項為：「媒體組合方式」分為三種類型：「文字」、「圖形＋文字」、「影片＋文字」；以及「認知型態」分為兩種類型：「視覺導向」、「語文導向」認知型態。依變項為「學習成效」與「認知負荷」。研究對象為高中一年級兩班共102名學生。實驗首先對受測者進行先備知識前測，並依據Childers, Houston, & Heckler（1985）發展的SOP量表將受測者分成兩類並隨機平均分配到三個不同媒體組合教材以進行實驗，隨後並評估受測者學習成效與認知負荷。
研究結果發現：
1. 不同媒體組合方式對學習成效有影響，但對認知負荷沒有影響。
2. 認知型態對學習成效與認知負荷的影響均未達顯著水準。
3. 不同媒體組合方式與認知型態的交互作用對學習成效與認知負荷有影響。
4. 認知負荷與學習成效之間呈現負相關。
根據以上結果，本研究最後提出設計多媒體時應該注意的事項，並對實務應用提出建議與未來的研究方向建議，期望能夠提供學術界和實務界參考之用。 | zh_TW |
| dc.description.abstract | Abstract
Multimedia today has become a main role in representing teaching materials as it becomes the main trend in society today. The question is this: will the information be absorb and learn effectively by the student as diversification of multimedia ripples in our present society? This research approaches the topic on multimedia combinations towards different cognitive style learners’ performance and cognitive load, and the relationship between the two.
This research uses 3x2 two factor experiment design, the independent variables are “the mode of multimedia presentation”, which is divided into: text; graphic and text; motion pictures and text; and “learners’ cognitive style”, which is divided into: visualizer and verbalizer. Participants were 102 senior high school students who were classified to visualizer and verbalizer based on their SOP scores. Then Subjects were randomly assigned to different media presentation mode based on their own cognitive type. After the experiment, subjects received a leraning effect test and a seven-point Likert scale questionnaire which assessed their cognitive load.
The main results of this study are:
1. Subjects’ performances were significantly better when they were in both visual and verbal media presentation mode. But the subjects’ cognitive loads weren’t significantly different in the three different media presentation mode.
2. The effects of cognitive style on learners’ performances and cognitive loads weren’t significantly different.
3. The interaction of different media presentation mode and cognitive style did have significantly effect on subjects’ performances and cognitive loads.
4. There has a negative relationship between subjects’ cognitive loads and performances.
According to the results above, some implications for future research and practical application were provided at the end of this study. | en_US |
| DC.subject | 認知型態 | zh_TW |
| DC.subject | 雙代碼理論 | zh_TW |
| DC.subject | 認知負荷 | zh_TW |
| DC.subject | 學習成效 | zh_TW |
| DC.subject | cognitive style | en_US |
| DC.subject | dual-coding theory | en_US |
| DC.subject | learning ef | en_US |
| DC.title | 媒體組合方式與認知型態對學習成效與認知負荷之影響 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | The Combined Effects of Media Presentation Mode and Cognitive Style on Learners’ Performance and Cognitive Load | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |