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題名：多媒體呈現原則與英語行動學習之成效研究
作者：陳嘉斌
作者(外文)：Chia-Pin Chen
校院名稱：國立高雄師範大學
系所名稱：工業科技教育學系
指導教授：溫嘉榮
學位類別：博士
出版日期：2012
主題關鍵詞：情境感知；行動學習；多媒體學習；學習滿意度；學習成效；context-aware；mobile learning；multimedia learning；learning satisfaction；learning effectiveness
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受到無線技術發展影響，行動學習己逐漸走進人們的生活之中，學制內的教學應可運用此一新式科技協助學習，擴展學習內容，增進學習效益。本研究主要目的有四：（一）探討國中一年級學生使用符合多媒體呈現原則之教材進行行動學習之學習成效。（二）考驗國中一年級學生其不同的個人背景變項在英語村學習現況的差異性。（三）檢驗國中一年級學生在英語行動學習之理論模式與觀察資料的適配情形。（四）探討國中一年級學生在英語行動學習結構模式之路徑因果關係。本研究安排兩次實驗教學共337位國中一年級學生參與研究：實驗教學(一)採準實驗研究法評估學生英語學習成效，實驗組一個班49位學生，使用符合多媒體呈現原則的教學影片，對照組一個班46位學生，則使用不符合多媒體呈現原則的教學影片，兩組均接受英語單字能力、英語情境測驗及英語月考成績列入加總，做為前後測分數。實驗教學(二)採用問卷調查法，安排242位國中一年級學生，對自編「行動學習熟悉度」、「多媒體呈現原則」、「行動學習滿意度」等三個分量表及英語學習成效相關成就測驗進行填答及受測後，進行差異性分析，並以結構方程模式進行驗證性因素分析建構測量模式中各構面之信效度、適配度，及估計結構模式中四個潛在變數間之影響效果及整體適配度。資料分析採用的統計方法包括：描述性統計、項目分析、探索性因素分析、雙因子共變數分析、t考驗、單因子變異數分析、驗證性因素分析、結構方程模式等。根據分析結果，本研究獲得以下結論：
一、實驗組使用符合多媒體呈現原則有英語字幕影片教學之學習成效，優於對照組使用不符合多媒體呈現原則無英語字幕影片教學之學習成效。
二、學生不同背景變項在「行動學習熟悉度」、「多媒體呈現原則」、「行動學習滿意度」及「英語學習成效」上的表現，僅部份有顯著差異。
三、驗證性因素分析結果在各構面適配度、標準化因素負荷量及平均變異抽取量未能全部趨於理想準標但具有可接受之標準，組合信度皆符合標準值，整體而言測量模式收斂效度尚佳，區別效度臻於理想。
四、由「行動學習熟悉度」、「多媒體呈現原則」、「行動學習滿意度」及「英語學習成效」所建構之理論模式與實證資料的整體適配度良好。就本研究樣本而言，其理論模型已獲支持，故學生對行動學習熟悉度能正向影響其行動學習滿意度。
With the development of wireless technology, mobile learning has become a part of living and instructions in educational systems apply such a new technology to assist in learning, expand learning contents, and enhance learning benefits. In the situation of English village, this study plans and establishes the mobile English learning environment with Infrared and RFID context-aware technology, develops the learning platform for the learning expansion in English village, and, based on the cognitive theory of multimedia learning proposed by Mayer, develops the instructional program corresponding to multimedia principle. Total 337 G7 students participated in two experimental instructions. For experimental instruction (1), a class of 49 students in experimental group utilized the instructional film corresponding to multimedia principle, while a class of 46 students in control group did not. Both groups were proceeded English vocabulary test and english situational test, and the English grades in the monthly examination were also included as the scores of pretest and post-test for evaluating students’ English learning effectiveness with quasi-experiments. In experimental instruction (2), 242 G7 students were proceeded the questionnaire survey of “familiarity with mobile learning”, “multimedia principle”, and “mobile learning satisfaction” scales and the assessment of English learning effectiveness. The data were preceded difference analysis and confirmatory factor analysis in structural equation modeling for the reliability, validity, and fitness of the dimensions, and estimated the effects of the four latent variables and the overall model fit. Statistical methods of descriptive statistics, item analysis, exploratory factor analysis, two-way analysis of covariance, t-test, one-way analysis of variance, confirmatory factor analysis, and structural equation modeling were utilized for the data analyses. Based on the results, the following conclusions are proposed.
(a)Experimental group which corresponding to multimedia principle, was instructed by films with English subtitles, presented better learning effectiveness than control group did.
(b) Referred to students of different backgrounds, there are significant differences partially on “familiarity with mobile learning”, “multimedia principle”, “mobile learning satisfaction” and “English learning effectiveness”.
(c)With confirmatory factor analysis, the fitness, standardized factor loading, and average variance extracted did not approach the optimum, but were acceptable; the component reliability achieved standard; and, the convergent validity of the measuring model was favorable, while the discriminant validity reached the optimum.
(d)The theoretical model established by “familiarity with mobile learning”, “multimedia principle”, “mobile learning satisfaction”, and “English learning effectiveness” appeared favorable overall model fit of the empirical data. In terms of the research samples, the theoretical model was supported that students’ familiarity with mobile learning could positively affect mobile learning satisfaction.
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