| 摘要: | 行動學習環境中，多元的表徵雖可提供學習者豐富的感官經驗，卻也因此增加分散注意力效應發生的機會，並進而增加學習者在多元訊息中整合重點的困難度。然而，過去較少有研究針對行動學習環境從認知負荷的角度思考「聲音表徵」以及「聲音線索」對學習成效與學習歷程的影響。據此，本研究欲探討行動學習環境中，「不同表徵形式」（文字表徵與聲音表徵）以及「有無聲音線索」的教材版本對學習者在植物葉片辨識學習的學習行為、認知負荷以及學習成效之影響。本研究採單因子實驗設計，75名國小學童被隨機分派至不同的組別（包含：文字解說組、聲音解說組以及聲音線索組）。學習過程中，研究對象須自評在學習階段所費的心力，研究者並以攝影機全程記錄學習者的學習行為；在學習階段結束後，三組學習者皆須接受保留測驗、理解測驗以及應用測驗的評量，並且自評在不同測驗中所費的心力。本研究以事前比較進行統計分析，研究結果指出：(1)在「表徵形式」的部分，與文字解說組相比，聲音解說組的學習者在學習過程中有較多與植物接觸的行為，而且在保留測驗和應用測驗皆發現顯著的形式效應。不過，兩組在學習階段和測驗階段的認知負荷皆無顯著差異。(2)在「線索有無」的部分，聲音解說組與聲音線索組的學習者在學習行為、認知負荷以及學習成效上，皆無顯著差異，線索的效果在本研究中未獲得印證。本論文依據研究結果提出許多討論與建議，將可作為未來在行動學習環境中的多媒體教材設計參考。Multiple representations provide learners with a variety of sensual experiences, but it could also lead to increased chances of spilt-attention and degree of difficulty in finding the key information. However, few studies considered the instructional design from the perspective of cognitive load theory in a mobile learning environment. Therefore, the present study investigated the effects of the “types of representations” and “cueing” on learners’ learning behavior, cognitive load, and learning performance in a mobile learning environment on leaf morphology of plants as a function of different versions of the material. The single-factor experiment was used to achieve the purpose. Seventy-five elementary students were randomly assigned to the following three conditions: (1) real plants + text, (2) real plants + audio, and (3) real plants + audio with cueing. During the learning phase, participants’ learning behavior were recorded by video camera. In the test phases, participants’ performance on retention, comprehension and application tests was collected. In addition, their cognitive load was measured in the learning and test phases. Planned contrasts was used to examine effects of the “types of representations” and “cueing” on learners’ learning behavior, cognitive load, and learning performance. The results of this study are as follows: First, for the effects of the “types of representations” on learners’ learning behavior, cognitive load, and learning performance, participants in the audio condition had more contacts with the plants than participants in the text condition, and the modality effect on retention and application tests was proved. However, no significant difference of cognitive load was found in any phase. Second, for the effects of the “cueing” on learners’ learning behavior, cognitive load, and learning performance, no significant difference of learning behavior, cognitive load, and learning performance was found between the audio condition and the audio with cueing condition. The implications of the results for research and design of mobile learning environments are discussed. |
