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題名:結合多媒體與概念圖應用於會計學教材發展與學習成效之研究
作者:田麗珠 引用關係
作者(外文):Li-Chu Tien
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:廖錦文
邱垂昌
學位類別:博士
出版日期:2013
主題關鍵詞:多媒體概念圖學習幸福感認知負荷學業成就multimediaconcept maplearning Well-Beingcognitive loadlearning achievement
原始連結:連回原系統網址new window
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本研究旨在比較不同教材對於認知負荷、學習幸福感與學業成就的影響,並探討不同教材透過認知負荷、學習幸福感影響學業成就之徑路分析。欲探討研究目的,故採取準實驗設計方法,進行6週18小時的實驗教學,受試對象為中部某大學商學院一年級兩班之學生共計114人。實驗教學結束後,使用問卷調查及深度訪談方法,以了解學生對教材的看法。資料分析方法包含單因子共變數、獨立樣本t考檢、Pearson積差相關、Sobel的Z檢定、多元迴歸分析、徑路分析等。依據研究目的,獲致研究結果如下:
1.使用結合多媒體與概念圖教材的學生在會計學學習上之認知負荷顯著低於傳統概念圖教材;再進一步考慮高低認知負荷群,結果發現,結合多媒體與概念圖教材對高認知負荷學生較有幫助。
2.使用結合多媒體與概念圖教材的學生在會計學學習上之學習幸福感顯著優於傳統概念圖教材;再進一步考慮高低學習幸福感群,結果發現,結合多媒體與概念圖教材對低學習幸福感群學生顯著優於高學習幸福感學生。
3. 在會計學學習上,使用結合多媒體與概念圖教材的學生在學業成就顯著優於傳統概念圖教材;再進一步考慮高低學業成就群,結果發現結合多媒體與概念圖教材對低學業成就群學生顯著優於高學業成就學生。更進一步得知,使用結合多媒體與概念圖教材對學業成就之影響是透過降低認知負荷所致與提高學習幸福感所致。
The purpose of this study was to compare the impacts of different teaching materials on cognitive load, learning well-being and learning achievement. In addition, this study adopted path analysis to explore different teaching material on cognitive load, learning well-being and learning achievement.This study conducted a quasi-experimental design, which lasted a total of eighteen hours within six weeks.The participants were 114 students, inclusive of two classes of freshmen in business school, which is located in the middle of Taiwan.After the experiment finished, for understanding students’ thoughts toward the teaching materials, this study also used questionnaire investigation and in-depth interview.The data analysis techniques included one-way ANCOVA, independent sample t-test, Pearson's product-moment correlation, Sobel’s Z test, multiple regression analysis, and path analysis. The findings and results are briefly introduced as the following based on the research objective:
1.In respect of cognitive load of accounting learning, the learners who utilized multimedia and concept map presents significant lower learning effectiveness than those who employed traditional concept map; further, the study divided the participants into high- and low-cognitive load groups, the results indicated that multimedia and concept map teaching materials were more helpful for the high-cognitive load group.
2.In terms of accounting learning, the learners who used multimedia and concept map teachimg materials performed significantly higher than those who employed traditional concept map in learning well-being; when the present study went further to divide the participants into high- and low-learning well-being groups, the results showed that combining multimedia and concept map teaching materials were more helpful for the low learning well-being group.
3.In terms of accounting learning, the learners who employed multimedia and concept map teaching materials performed significantly higher than those who used traditional concept map in learning achievement ; when the present study went further to divide the participants into high- and low-learning achievement groups, the results reflected that combining multimedia and concept map teaching materials were significantly more helpful for the low-learning achievement group than the high-learning performance group. Furthermore, it is because that the cognitive load was decreased and the learning well-being was increased in the learning, therefore, the combining of multimedia and concept map teaching materials has significant impact on learning achievement.
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