博碩士論文 106221004 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:31 、訪客IP:3.235.25.169
姓名 劉冠毅(Kuan-Yi Liu)  查詢紙本館藏   畢業系所 數學系
論文名稱 探討在電子書學習系統中學生的認知負荷、自主學習、線上學習行為與學習成果之間的關聯–以管理學院微積分為例
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摘要(中) 本研究旨在探討自主學習、線上學習行為與學習成果之間的關係,以及認知負荷理論、使用電子書線上課程意願度、線上學習行為與學習成果的相互影響。
本研究的對象為中央大學108學年度第一學期管理學院微積分課程的346名學生,統整學習者的學業成績、問卷資訊以及利用電子書線上課程平台(Bookroll)所蒐集學生的各種學習行為,並利用Pearson相關分析、單因子變數分析、迴歸分析對學生進行分析,總結出自主學習、線上學習行為、學習成果的相互關係以及認知負荷理論、使用電子書線上課程意願度、線上學習行為、學習成果的相互關係。
結果發現,自主學習、線上學習行為與學習成果彼此間皆為顯著關係,自主學習能力越佳,則線上學習行為較為活躍,且學習成果也較佳,而認知負荷理論以及使用電子書線上課程意願度兩者與學習成果皆為顯著,認知負荷越高的學習者,在學習成果上表現較為不佳,而使用線上課程意願度越高的學習者,則會有較佳的學習成果,不過認知負荷理論以及使用電子書線上課程意願度與線上學習行為並不顯著。
摘要(英) This research mainly discusses the relationship between self-regulated learning , learning behavior in online courses and learning outcomes , as well as the impact of cognitive load theory and willingness of using online courses and learning outcomes.

The subjects of the study were 346 students from the calculus course for college of management in the first semester of 108 academic year.

This study used Pearson correlation coefficient ,Analysis of Variance , and Regression Analysis to analyze students from academic achievements, questionnaire information,and learning behavior in online calculus courses , and integrate the relationship between self-regulated learning, learning behavior in online courses , and learning outcomes , as well as integrate the relationship between cognitive load theory , willingness of using online courses , and learning outcomes.

It was found that self-regulated learning , learning behavior in online courses , and learning outcomes are significantly related to each other . If students have better self-regulated learning skills , they will use online courses more often and their learning outcomes will be better . Cognitive load theory and willingness to use e-book online courses are significantly related to learning outcomes . If the cognitive load of the student is higher , the learning outcome will be poorer . If students are more willing to use online courses , they will have better learning outcomes . However , cognitive load theory and willingness to use e-book online courses are not significantly related to learning behavior in the online courses.
關鍵字(中) ★ 自主學習
★ 線上學習行為
★ 學習成果
★ 認知負荷理論
★ 使用電子書線上課程意願度
關鍵字(英)
論文目次 摘要 i
Abstract ii
致謝 iv
表目錄 vii
圖目錄 vii
一、緒論 1
1.1研究動機 1
1.2研究目的: 2
1.3研究問題: 2
1.4名詞釋義 3
1.5研究對象 3
二、文獻探討 4
2.1認知負荷理論(Cognitive load theory) 4
2.2持續使用Bookroll(CIU Bookroll)( continuance intention to use Bookroll) 6
2.3 自主學習(SRL(Self-regulated learning)) 8
2.4 Bookroll學習行為 10
2.5 學習成果 11
三、研究方法 13
3.1 研究對象 13
3.2 研究工具 14
3.2.1 使用軟體及方法 14
3.2.2 問卷設計 14
3.2.3 Bookroll 電子書學習系統 14
3.3 研究流程 18
3.4 研究模型 19
3.4.1 自主學習 21
3.4.2 Bookroll學習行為 22
3.4.3 持續使用Bookroll 24
3.4.4 認知負荷理論 25
3.4.5 學習成果 26
3.5 研究限制 26
四、結果與討論 27
4.1 自主學習(SRL)、Bookroll學習行為、學習成果三者之關係 27
4.1.1 自主學習與Bookroll學習行為 27
4.1.2 Bookroll學習行為對學習成果 32
4.1.3自主學習與學習成果 36
4.2 自主學習(SRL)、Bookroll學習行為、學習成果三者之結構方程 38
4.2.1 自主學習(SRL) 42
4.2.2 Bookroll學習行為(BR) 46
4.2.3 學習成果(LC) 47
4.2.4 BR、SRL、學測與LC 48
4.3 認知負荷理論與持續使用Bookroll兩者與Bookroll學習行為之關係,以及認知負荷理論與持續使用Bookroll兩者與學習成果之關係 48
4.3.1認知負荷理論與Bookroll學習行為 49
4.3.2持續使用Bookroll與Bookroll學習行為 50
4.3.3 認知負荷理論與學習成果 52
4.3.4 持續使用Bookroll與學習成果 52
4.4 認知負荷理論、持續使用Bookroll、BR學習行為與LC之結構方程 54
五、結論與建議 58
5.1 問題與討論 58
5.1.1 自主學習、BR學習行為、學測成績以及學習成果的相互關係 58
5.1.2 認知負荷理論、持續使用BR意願度、BR學習行為與學習成果相互關係 59
5.2結論 61
5.3建議 61
參考文獻 63
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指導教授 蕭嘉璋 審核日期 2020-7-24
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