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題名:認知負荷理論與眼動追蹤技術應用於多媒體組合形式之研究
作者:林勇成
作者(外文):Yuan-cheng Lin
校院名稱:國立高雄師範大學
系所名稱:科學教育研究所
指導教授:劉嘉茹
學位類別:博士
出版日期:2013
主題關鍵詞:認知負荷多媒體組合形式學習成效眼球追蹤技術Cognitive Loadmulti-media combination moduleslearning effecteye tracking technology
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本研究旨在運用認知負荷理論與眼動追蹤技術,探究不同的媒體組合對學習成效及學習時間的影響。本研究以國小五年級六個班級為研究對象(n=192),應用教育部科學教育學習網「空氣與燃燒」、「熱對物質的影響」及「吃出健康」三個單元來輔助學生學習,並以眼動追蹤技術收集學生使用網站所提供之教學資源、趣味實驗、探究式實驗、虛擬動畫、多元評量和補充教材之眼動資料。研究結果共有四個主要發現:一、「學習者控制模式」對學習成效有顯著影響,且「主動控制模式」的學習成效顯著優於「被動控制模式」。二、「多媒體組合」對學習成效亦有顯著影響,「動畫+旁白」組的學習成效顯著優於「動畫+字幕」組,亦即當動畫學習內容已依分割原則切割為小片段時,多媒體組合形式依舊對學習成效造成影響,也就是形式效應依舊存在。三、「動畫+旁白」組的學習時間顯著少於「動畫+字幕」組及「動畫+字幕+旁白」組。四、眼動資料分析佐證了多媒體組合形式的研究結果,也進一步證實不恰當的多媒體組合形式會增加學習者的認知負荷,將會干擾學習,更多的功能和訊息加入並不能保證有更好的學習效果。因此,多媒體素材需要視覺與聽覺適當的設計組合,才能符合學習者的認知負荷,也才能提升學習成效並節省學習時間,多餘的功能和訊息不一定導致較佳的學習結果。
The purpose of this study was to investigate the influences on learning achievement and learning time-spent under distinct multimedia combinations and learner-control modes via Cognitive Load Theory and eye-tracking technology. The researched subjects in this study were six classes of fifth graders (n=192). Three units, “Air and Combustion”, “Heat Effects toward Substances”, and “Healthy Diet”, from the Science Education Website set by the Ministry of Education (Tainan) were chosen to assist students’ learning. Additionally, eye-tracking technology was employed to collect the eye movements of the subjects while they were surfing the website offering teaching resources, interesting experiments, inquiry experiments, virtual animations, multi-assessments, and supplementary materials. Four major findings were: (a) For learning achievement, learner-control modes were significantly influential, and active-control mode was explicitly superior to passive-control mode. (b) Multimedia combination forms were as well of apparent influences on learning effects, from which we spied that the “animation + narration” group performed evidently better than the “animation + subtitles” group. Namely, even when the animated subject matters were in small segments under the Segmentation Principle, multimedia combination forms still brought affections to learning achievement, meaning that the modality effect was there all the time. (c) The “animation + narration” group clearly spent less time than the “animation + subtitles” group and the “animation + subtitles + narration” group. (d) The eye movement data supplemented the evidences gained to identify the results from this study. It further confirmed that inappropriate multimedia combination forms would deliver extra cognitive load to learners, which would interfere with their learning. More functions and information inputs don’t promise better learning effects. Therefore, multimedia materials should be properly designed to match with learners’ cognitive load, so that the learning effect can be promoted and unnecessary time-spent can be avoided as well. Unnecessary functions and information do not guarantee better learning achievements.
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