媒體組合方式與認知型態對學習成效與認知負荷之影響

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郭璟諭(Ching-Yu kuo) 查詢紙本館藏

畢業系所

資訊管理學系

論文名稱

媒體組合方式與認知型態對學習成效與認知負荷之影響
(The Combined Effects of Media Presentation Mode and Cognitive Style on Learners’ Performance and Cognitive Load)

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摘要(中)

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。

摘要(英)

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.

關鍵字(中)

★ 認知型態
★ 雙代碼理論
★ 認知負荷
★ 學習成效

關鍵字(英)

★ cognitive style
★ dual-coding theory
★ learning ef

論文目次

目錄 Ⅰ
圖目錄 Ⅲ
表目錄 Ⅳ
第一章緒論 1
第一節研究背景與動機 1
第二節研究目的 2
第三節研究的預期貢獻 3
第四節研究範圍 3
第五節論文架構與研究流程 4
第二章　文獻探討 6
第一節訊息處理理論 6
第二節認知負荷理論 8
第三節認知型態介紹 13
第四節圖文整合相關學習理論 18
第三章研究方法 25
第一節研究方法的選擇 25
第二節研究架構 26
第三節變數的操作性定義 29
第四節研究假說 32
第五節實驗規劃 35
第四章資料分析 44
第一節資料分析方法 44
第二節樣本基本資料分析 45
第三節研究一假說之檢定 47
第四節研究二假說之檢定 50
第五節研究三假說之檢定 53
第六節研究四假說檢定 59
第七節研究發現與研究結果 60
第五章結論與建議 61
第一節研究結論 61
第二節研究貢獻 63
第三節研究限制 64
第四節對實務的建議 66
第五節未來研究方向 67
參考文獻 69
附錄一研究問卷 A-1
一、認知型態量表 A-1
二、認知負荷量表 A-2
三、先備知識測驗暨學習成效測驗 A-3
附錄二實驗系統 A-5
一. 單元一：「觀星史」 A-5
二. 單元二：「太陽系的誕生」 A-12

參考文獻

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指導教授

周惠文(Huey-Wen Chou)

審核日期

2003-6-12

推文