臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：多媒體組合方式與知覺偏好對學習結果的影響
書刊名：教育學刊
作者：陳姚真 引用關係／吳宇穎
作者(外文)：Chen, Yau-jane／Wu, Yu-ying
出版日期：2008
卷期：30
頁次：頁29-60
主題關鍵詞：多媒體學習認知理論；形式原則；重複原則；知覺偏好；Cognitive theory of multimedia learning；Modality principle；Redundancy principle；Perceptual preference
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:41
  • 點閱點閱:84
本研究檢驗Mayer以多媒體學習認知理論為基礎所提出的多媒體教材設計形式原則與重複原則，並納入學習者個別差異的考量，探討多媒體組合方式與知覺偏好對學習成效的交互作用影響。 研究採3×2二因子準實驗設計，以83位大學生為研究對象，自變項皆為多媒體組合（動畫＋文字、動畫＋旁白、動畫＋旁白＋文字）和知覺偏好（視覺型、聽覺型）。實驗採自動播放的教材，依變項為學習成效。實驗前先測量學習者的先備知識與知覺偏好，再依結果選取研究對象與分組。 研究結果發現，對「視覺型」與「聽覺型」學習者而言： 一、如Mayer所言，不同多媒體組合顯著影響學習成效，學習成效表現高低依序為動畫＋旁白組、動畫＋文字組、動畫＋旁白＋文字組。 二、不同知覺偏好對學習成效無顯著影響。 三、不同多媒體組合與知覺偏好對學習成效無顯著交互作用影響。本研究檢驗Mayer以多媒體學習認知理論為基礎所提出的多媒體教材設計形式原則與重複原則，並納入學習者個別差異的考量，探討多媒體組合方式與知覺偏好對學習成效的交互作用影響。 研究採3×2二因子準實驗設計，以83位大學生為研究對象，自變項皆為多媒體組合（動畫＋文字、動畫＋旁白、動畫＋旁白＋文字）和知覺偏好（視覺型、聽覺型）。實驗採自動播放的教材，依變項為學習成效。實驗前先測量學習者的先備知識與知覺偏好，再依結果選取研究對象與分組。 研究結果發現，對「視覺型」與「聽覺型」學習者而言： 一、如Mayer所言，不同多媒體組合顯著影響學習成效，學習成效表現高低依序為動畫＋旁白組、動畫＋文字組、動畫＋旁白＋文字組。 二、不同知覺偏好對學習成效無顯著影響。 三、不同多媒體組合與知覺偏好對學習成效無顯著交互作用影響。
R. Mayer has proposed the design principles of multimedia materials based on a cognitive theory of multimedia learning. In this study, we target to verify the modality principle and redundancy principle that Mayer mentioned, and consider individual differences of learners at the same time, to: 1) investigate the effect of multimedia presentation modes and learners’ perceptual preferences on learning performance; 2) provide recommendations for design and selection of multimedia materials according to the results of this study. This study uses 3×2 two-factor quasi-experimental design. The participants are 83 undergraduate students. The independent variables in the experiment are the modes of multimedia presentation (animation+text, animation+narration, and animation+narration+text) and participants’ perceptual preferences (visual, auditory). The material in the experiment is operated automatically, and the dependent variable is learning performance. In the first stage of this study, researchers collected data of pretest and perceptual preference questionnaire, and chose participants accordingly. Then participants received experimental material and posttest in the second stage. The main results of this study are: For the visual-perference-type and auditory-preference-type learners, 1) The multimedia presentation modes significantly affect learning performance, which is consistent with Mayer’s arguments. The posttest scores from the highest to lowest are the animation+narration group, the animation+text group, the animation+narration+text group. The learners in both the animation+narration group and the animation+text group spend less time than those who are in the animation+narration+text group. 2) The perceptual preferences of learners have no significant effect on learning performance. 3) The multimedia presentation modes and learners’ perceptual preferences have no significant interaction effect on learning performance.R. Mayer has proposed the design principles of multimedia materials based on a cognitive theory of multimedia learning. In this study, we target to verify the modality principle and redundancy principle that Mayer mentioned, and consider individual differences of learners at the same time, to: 1) investigate the effect of multimedia presentation modes and learners’ perceptual preferences on learning performance; 2) provide recommendations for design and selection of multimedia materials according to the results of this study. This study uses 3×2 two-factor quasi-experimental design. The participants are 83 undergraduate students. The independent variables in the experiment are the modes of multimedia presentation (animation+text, animation+narration, and animation+narration+text) and participants’ perceptual preferences (visual, auditory). The material in the experiment is operated automatically, and the dependent variable is learning performance. In the first stage of this study, researchers collected data of pretest and perceptual preference questionnaire, and chose participants accordingly. Then participants received experimental material and posttest in the second stage. The main results of this study are: For the visual-perference-type and auditory-preference-type learners, 1) The multimedia presentation modes significantly affect learning performance, which is consistent with Mayer’s arguments. The posttest scores from the highest to lowest are the animation+narration group, the animation+text group, the animation+narration+text group. The learners in both the animation+narration group and the animation+text group spend less time than those who are in the animation+narration+text group. 2) The perceptual preferences of learners have no significant effect on learning performance. 3) The multimedia presentation modes and learners’ perceptual preferences have no significant interaction effect on learning performance.
期刊論文
1.Mayer, R. E.、Heiser, J.、Lonn, S.(2001)。Cognitive Constraints on multimedia Learning: When Presenting More Material Results in Less Understanding。Journal of Educational Psychology，93(1)，187-198。  new window
2.莊雅茹(19961000)。CAL軟體電腦動畫應用與學習成效分析。視聽教育雙月刊，38(2)=224，9-16。  延伸查詢new window
3.林錦雪(19960600)。CAI與傳統教學對不同學習風格之國小學生學習自然科學成就和態度之影響。國民教育研究集刊. 臺南師院，2，245-258。  延伸查詢new window
4.林菁、李曉媛(20030900)。網路教學的媒體呈現方式之研究。教學科技與媒體，65，34-58。new window  延伸查詢new window
5.鈕文英(19940600)。學習障礙學生的學習風格與教學。教育研究，37，67-74。new window  延伸查詢new window
6.Mayer, Richard E.、Moreno, Roxana(1998)。A Split-attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory。Journal of Educational Psychology，90(2)，312-320。  new window
7.Jeung, H. J.、Chandler, P.、Sweller, J.(1997)。The role of visual indicators in dual sensory mode instruction。Educational Psychology，17(3)，329-343。  new window
8.Mousavi, S. Y.、Low, R.、Sweller, J.(1995)。Reducing cognitive load by mixing auditory and visual presentation modes。Journal of Educational Psychology，87(2)，319-334。  new window
9.Mayer, Richard E.(1997)。Multimedia Learning: Are we asking the right questions?。Educational Psychologist，32(1)，1-19。  new window
10.Baddeley, A.(1992)。Working Memory。Science，255，556-565。  new window
11.洪榮昭、劉明洲(19970700)。影響多媒體電腦輔助學習認知因素之探討。教育研究資訊，5(4)，119-125。new window  延伸查詢new window
12.林生傳(19850600)。國中學生學習式態之相關因素及其與學校教育態度、學業成就的關係。教育學刊，6，320-268。new window  延伸查詢new window
13.Sweller, John、van Merrienboer, Jeroen J. G.、Paas, Fred G. W. C.(1998)。Cognitive architecture and instructional design。Educational Psychology Review，10(3)，251-296。  new window
14.Liu, Y.、Ginther, D.(1999)。Cognitive Styles and Distance Education。Online Journal of Distance Learning Administration，2(3)。  new window
15.Mixon, K.(2004)。Three Learning Style: Four Steps to Reach Them。Teaching Music，11(4)，48-52。  new window
16.Yeh, Y.、Wang, C. W.(2003)。Effects of Multimedia Vocabulary Annotations and Leareing Styles on Vocabulary Learning。CALIO Journal，21(1)，131-144。  new window
17.Geiser, G.、Dunn, R.(1991)。Effective Use of Computers: Assignments Based on Individual Learning Style。The Clearing House，64(4)，219-224。  new window
18.Moreno, R.、Mayer, R. E.(1999)。Cognitive Prnciples of Multimedia Learning: The Role of Modality and Contiguity。Journal of Educational Psychology，91(2)，358-368。  new window
研究報告
1.尹玫君(1995)。CAI與傳統教學對不同學習風格之國小學童學習自然科學成就和態度之影響。臺南市。  延伸查詢new window
學位論文
1.詹德斌(2001)。多媒體資訊對新興金融產品宣導之研究，0。  延伸查詢new window
2.許秋瑾(2003)。學習風格與教材呈現對國小學童學習溶液酸鹼性之研究(碩士論文)。國立臺南大學。  延伸查詢new window
3.邱惠芬(2003)。多媒體介面對國小學童學習動機、學習成就及學習保留的影響(碩士論文)。屏東師範學院，屏東市。  延伸查詢new window
4.陳彙芳(1999)。多媒體電腦輔助學習之實驗室研究--探討認知負荷對學習成效之影響(碩士論文)。國立中央大學。  延伸查詢new window
5.徐易稜(2001)。多媒體呈現方式對學習者認知負荷與學習成效之影響研究(碩士論文)。國立中央大學。  延伸查詢new window
6.Ingham, J.(1990)。An experimental investigation of the relationships among learning style, perceptual strength, instructional strategies, training achievement, and attitudes of corporate employees(博士論文)。St. John’s University。  new window
7.吳百薰(1998)。國小學生學習風格相關因素之研究(碩士論文)。國立台中師範學院。  延伸查詢new window
8.陳玉玫(2002)。應用電腦輔助國小音樂教學之探討(碩士論文)。國立新竹師範學院。  延伸查詢new window
9.蔡輝龍(1999)。以彙總研究探討多種媒體呈頊方式對學習成效的影響，0。  延伸查詢new window
10.劉香(2003)。不同學習風格的國小中年級學童過程技能表現之研究，0。  延伸查詢new window
11.林鳳春(2002)。不同學習風格國小學童運用網路教學在動物分類學習之效果，0。  延伸查詢new window
圖書
1.Dunn, R.、Dunn, K.(1978)。Teaching Students through Their Individual Learning Styles: A Practical Approach。Reston, Virginia：Reston Publishing, Division of Prentice-Hall。  new window
2.邱皓政(2002)。量化研究統計分析：SPSS中文視窗版資料分析範例解析。臺北：五南。  延伸查詢new window
3.Mayer, Richard E.(2001)。Multimedia learning。Cambridge University Press。  new window
4.Paivio, Allan(1986)。Mental representations: A dual coding approach。Oxford University Press。  new window
5.Dunn, R.、Dunn, K.(1993)。Teaching Secondary Students through Their Individualized Learning Styles: Practical Approaches for Grades 7-12。Teaching Secondary Students through Their Individualized Learning Styles: Practical Approaches for Grades 7-12。Boston, MA。  new window
6.Keefe, J. W.、Jenkins, J. M.(1997)。Instruction and the Learning Environment。Instruction and the Learning Environment。New York, NY：Eye On Education, Inc.。  new window
7.Reid, J. M.(1995)。Learning Style in the EFL/ESL Classroom。Learning Style in the EFL/ESL Classroom。Boston, MA。  new window
8.Levine, J. S.(1991)。The Effects of CAI Congruent with Learning Styles on the Learning of Facts by Elementary Students。The Effects of CAI Congruent with Learning Styles on the Learning of Facts by Elementary Students。Ann Arbor, MI。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：931（臺灣：924，外國：7） ／ 本年度總使用人次：1885225 ／ 訪客人次（自102年09月）：67700622
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上