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題名：無所不在學習環境下媒體呈現方式對英語聽力與認知負荷之影響
書刊名：教育與心理研究
作者：張基成 引用關係／雷浩
作者(外文)：Chang, Chi-cheng／Lei, Hao
出版日期：2011
卷期：34:3
頁次：頁85-121
主題關鍵詞：無所不在學習；英語聽力；認知負荷；形式效應；重複效應；Ubiquitous learning；English listening；Cognitive load；Modality effect；Redundancy effect
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:2
  • 點閱點閱:69
本研究旨在探討於無所不在學習環境下媒體呈現方式對英語聽力與認知負荷是否有顯著影響。實驗對象為某科技大學應用外語系四個班級學生，共162人。學生被隨機分配到單碼組（聲音）82人與雙碼組（聲音與同步文字）80人。結果顯示：一、文字的加入對於學生英語聽力學習成效有顯著提升作用，並能有效地降低認知負荷。二、英語聽力理解力較高的學習者，認知負荷相對較低，反之亦然。三、文字的加入雖能暫時提升英語聽力的學習成效，但不利於長期記憶之基模建構。四、媒體呈現愈豐富的教材未必能帶給學習者最佳的學習成效。
This study explores the effect of media presentation mode on English listening comprehension and cognitive load. The subjects consist of 162 students in the department of applied English at some university. The students were randomly assigned to single mode (sound) and double mode (sound and text). The results reveal that (1) adding the text may increase English listening comprehension and decrease cognitive load; (2) English listening comprehension is negatively correlative with cognitive load; (3) adding the text is not beneficial to scheme construction of long-term memory; and (4) the abundance of media presentation is not necessarily beneficial to learning effect.
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.Liu, T. Y.、Chu, Y. L.(2010)。Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation。Computers & Education，55(2)，630-643。  new window
3.Pawley, D.、Ayres, P.、Cooper, M.、Sweller, J.(2005)。Translating Words into Equations:A cognitive load theory approach。Educational Psychology，25(1)，75-97。  new window
4.Bannert, M.(2002)。Managing cognitive load: Recent trends in cognitive load theory。Learning and Instruction，12(1)，139-146。  new window
5.吳瑞源、吳慧敏(20080300)。動畫教材之學習者控制播放模式與多媒體組合形式對學習成效與學習時間影響之研究。師大學報. 科學教育類，53(1)，1-26。  延伸查詢new window
6.Gerjets, P.、Scheiter, K.(2003)。Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction。Educational Psychologist，38(1)，33-41。  new window
7.Yang, Stephen J. H.(2006)。Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning。Journal of Educational Technology & Society，9(1)，188-201。  new window
8.張立明、何沛佳(20080300)。利用認知負荷理論分析多媒體電腦輔助教學對學習成效之影響。教學科技與媒體，83，77-86。new window  延伸查詢new window
9.李世忠、葉盈秀(20060600)。認知負荷與多媒體教材設計之探討。視聽教育雙月刊，47(6)=282，1-19。  延伸查詢new window
10.Sakar, A.、Ercetin, G.(2005)。Effectiveness of hypermedia annotations for foreign language reading。Journal of Computer Assisted Learning，21(1)，28-38。  new window
11.Chen, C.-M.、Chung, C.-J.(2008)。Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle。Computers & Education，51(2)，624-645。  new window
12.Chiou, C. K.、Tseng, Judy C. R.、Hwang, G.-J.、Heller, S.(2010)。An adaptive navigation support system for conducting context-aware ubiquitous learning in museums。Computers & Education，55(2)，834-845。  new window
13.Goh, C. C. M.(2000)。A Cognitive Perspective on Language Learners' Listening Comprehension Problems。System，28(1)，55-75。  new window
14.Baddeley, A. D.(2000)。The episodic buffer: A new component of working memory?。Trends in Cognitive Sciences，4，417-423。  new window
15.Chang, C. Y.、Sheu, J. P.、Chan, T. W.(2003)。Concept and Design of Ad Hoc and Mobile Classrooms。Journal of Computer Assisted Learning，19(3)，336-346。  new window
16.Jones, L. C.、Plass, J. L.(2002)。Supporting Listening Comprehension and Vocabulary Acquisition in French with Multimedia Annotations。The Modern Language Journal，86(4)，546-561。  new window
17.Tabbers, H. K.、Martens, R. L.、van Merriënboer, J. J. G.(2004)。Multimedia Instructions and Cognitive Load Theory: Effects of Modality and Cueing。British Journal of Educational Psychology，74(1)，71-81。  new window
18.Paas, F.、Renkl, A.、Sweller, J.(2003)。Cognitive load theory and instructional design: Recent developments。Educational Psychologist，38(1)，1-4。  new window
19.Paas, F. G. W. C.、Tuovinen, J. E.、Tabbers, H. K.、Van Gerven, P. W. M.(2003)。Cognitive load measurement as a means to advance cognitive load theory。Educational Psychologist，38(1)，63-71。  new window
20.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
21.Mayer, Richard E.、Moreno, Roxana(2003)。Nine Ways to Reduce Cognitive Load in Multimedia Learning。Educational Psychologist，38(1)，43-52。  new window
22.Chen Y. S.、Kao T. C.、Sheu J. P.(2005)。Realizing outdoor independent learning with a butterlfy-watching mobile learning system。Journal of Educational Computing Research，33，395-417。  new window
23.Osada, N.(2004)。Listening comprehension research: A brief review of the past thirty years。Dialogue，3，53-66。  new window
24.Chung, K. K. H.(2008)。What effect do mixed sensory mode instructional formats have on both novice and experienced learners of Chinese characters?。Learning and Instruction，18(1)，96-108。  new window
25.Cui, Y.、Bull, S.(2005)。Context and learner modeling for the mobile foreign language learner。System，33(2)，353-367。  new window
26.Diao, Y.、Chandler, P.、Sweller, J.(2007)。The effect of written text on comprehension of spoken English as a foreign language。American Journal of Psychology，120(2)，237-261。  new window
27.Diao, Y.、Sweller, J.(2007)。Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations。Learning and Instruction，17(1)，78-88。  new window
28.Jamet, E.、Bohec, O. L.(2007)。The effect of redundant text in multimedia instruction。Contemporary Educational Psychology，32，588-598。  new window
29.Kalyuga, S.、Chandler, P.、Sweller, J.(2000)。Incorporating learning experience into the design of multimedia instruction。Journal of Educational Psychology，92(1)，126-136。  new window
30.Leahy, W.、Chandler, P.、Sweller, J.(2003)。When auditory presentations should and should not be a component of multimedia instruction。Applied Cognitive Psychology，17，401-418。  new window
31.Li, L.、Zheng, Y.、Ogata, H.、Yano, Y(2005)。A conceptual framework of computer-supported ubiquitous learning environment。Journal of Advanced Technology for Learning，2(4)，187-197。  new window
32.Markham, P.(1999)。Captioned videotapes and second-language listening word recognition。Foreign Language Annals，32(3)，321-328。  new window
33.Moreno, R.、Mayer, R. E.(2002)。Verbal redundancy in multimedia learning。Journal of Educational Psychology，94(1)，156-163。  new window
34.Nash, S. S.(2007)。Mobile learning, cognitive architecture and the study of literature。Issues in Informing Science and Information Technology，4，811-818。  new window
35.Plass, J. L.、Chun, D. M.、Mayer, R. E.、Leutner, D.(2003)。Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities。Computers in Human Behavior，19(2)，221-243。  new window
36.Tan, T. H.、Liu, T. Y.、Chang, C. C.(2007)。Development and evaluation of an RFID-based ubiquitous learning。Interactive Learning Environments，15(3)，253-269。  new window
37.Teng, H. C.(2006)。A study of listening strategy instruction to EFL college students。Studies in English Language and Literature，18，29-39。  new window
38.Van Merrienboer, J. J. G.、Ayres, P.(2005)。Research on cognitive load theory and its design implications for e-Learning。Education Technology Research & Development，53(3)，5-13。  new window
39.Yang, J. C.、Lin, Y. L.(2010)。Development and evaluation of an interactive mobile learning environment with shared display groupware。Educational Technology & Society，13(1)，195-207。  new window
會議論文
1.Sweller, J.(2007)。Keynote address: Cognitive load。Yilan, Taiwan：Fo Guang University。  new window
2.Tan, T. H.、Liu, T. Y.(2004)。The Mobile-Based Interactive Learning Environment (MOBILE) and a case study for assisting elementary school English learning。Fourth IEEE International Conference on Advanced Learning Technologies。Joensuu。530-534。  new window
3.李姻長、陳怡容(2009)。應用PDA不同傳達模式進行英詻聽力學習之探討。新竹縣。  延伸查詢new window
4.Yeung, A. S.、Lee, C. F. K.、Pena, I. M.、Ryde, J.(2000)。Toward a subjective mental workload measure。Hong Kong, China。  new window
學位論文
1.陳怡容(2010)。在行動學習環境下內容呈現模式與學習者程度對認知負荷與英語聽力之影響。國立臺北科技大學，臺北市。new window  延伸查詢new window
圖書
1.張春興(2010)。教育心理學--三化取向的理論與實踐。臺北：東華。  延伸查詢new window
2.吳明隆、涂金堂(2009)。SPSS與統計應用分析。五南。  延伸查詢new window
3.財團法人語言訓練測驗中心(2000)。中高級測驗研究報告。臺北市。  延伸查詢new window
4.Moreno, R.(2002)。Who learns best with multiple representations? Cognitive theory predictions on individual differences in multimedia learning。Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002。Chesapeake, VA。  new window
圖書論文
1.Sweller, J.(2005)。Implications of cognitive load theory for multimedia learning。Cambridge handbook of multimedia learning。Cambridge University Press。  new window
 
 
 
 
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