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題名：多媒體呈現模式與認知風格對國小自然科學學習成效之影響
書刊名：教育傳播與科技研究
作者：張正杰 引用關係／莊秀卿／羅綸新 引用關係
作者(外文)：Chang, Cheng-chieh／Chuang, Hsiu-ching／Lwo, Lwun-syin
出版日期：2014
卷期：108
頁次：頁31-48
主題關鍵詞：認知風格；數位原生；呈現模式；Cognitive style；Digital natives；Presentation modes
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(6) 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:6
  • 共同引用共同引用:40
  • 點閱點閱:29
本研究以多媒體認知學習理論為基礎，探討不同的多媒體呈現模式與學習者的認知風格對自然科學習成效之影響。研究採2×2二因子準實驗設計，以43位國小五年級學童為研究對象。實驗的自變項是多媒體呈現模式（動畫加旁白、動畫加字幕）和認知風格（場地獨立、場地依賴），依變項為學習成效。首先進行認知風格測驗，依據施測結果選取研究對象與分組，之後讓研究對象同時接受水循環多媒體教學實驗，並接受成就測驗。研究結果發現：一、不同的多媒體呈現模式與學習者的認知風格無顯著的交互作用。二、不同的多媒體呈現模式對學習成效無顯著的影響。三、場地獨立學習者學習成就測驗表現顯著優於場地依賴學習者。這顯示學童之認知風格在多媒體學習中扮演著重要的角色，基於研究結果提出與建議給教師及未來研究者探究的方向。
The purpose of this study is to investigate the interaction of the modality principles of multimedia and the cognitive styles. This study implemented a 2×2 two factor quasi-experimental design. The participants are 43 fifth grade students in an elementary school. The independent variables in the experiments are the modes of multimedia presentation (animation plus narration vs. animation plus text) and participants' cognitive style (field-independent vs. field-dependent). The participants received a multimedia of water-cycle learning materials with different presentation modes. After that, a post-test was conducted. The main findings of this study are shown as follow: 1. There is no interaction between multimedia presentation modes and learners' cognitive styles. 2. There is no significant difference between two different multimedia presentation modes. 3. The learners with field-independent style were better than those learners with fielded pendent style in learning performance. Based on the research result, the study provides serveral suggestions for teachers and future researches.
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.Messick, S.(1994)。The matter of style: Manifestations of personality in cognition, learning, and teaching。Educational Psychologist，29(3)，121-136。  new window
3.徐新逸、彭康鈞(20130300)。大學生與大學教師在資訊行為考量因素之比較研究。教育資料與圖書館學，50(3)，393-423。new window  延伸查詢new window
4.Lai, Shu-Ling(1998)。The Effects of Visual Display on Analogies Using Computer-Based Learning。International Journal of Instructional Media，25(2)，151-160。  new window
5.Triantafillou, E.、Pomportsis, A.、Demetria-dis, S.(2003)。The Design and the Formative Evaluation of an Adaptive Educational System Based on Cognitive Styles。Computers & Education，41(1)，87-103。  new window
6.羅綸新、齊瑮琛(201209)。多媒體教材解釋模式對文言文學習成效之影響。華語文教學研究，9(3)，1-29。new window  延伸查詢new window
7.邱富宏、陳錦章(20020900)。融入認知策略與工具的網路學習環境對學生學習影響之研究。科學教育學刊，10(3)，261-285。new window  延伸查詢new window
8.Baddeley, A. D.(2001)。Is working memory still working。American Psychologist，56(11)，851-864。  new window
9.Baker, R. M.、Dwyer, F.(2005)。Effect of instructional strategies and individual differences: A meta-analytic assessment。International Journal of Instructional Media，32(1)，69-84。  new window
10.De Ture, M.(2004)。Cognitive style and selfefficacy: Predicting student success in online distance education。American Journal of Distance Education，18(1)，21-38。  new window
11.Hegarty, M.、Quilici, J.、Narayanan, N. H.、Holmquist, S.、Moreno, R.(1999)。Multimedia instruction: Lessons from evaluation of a theory-based design。Journal of Educational Multimedia and Hypermedia，8，119-150。  new window
12.Mayer, R. E.(1993)。Comprehension of graphics in texts: An overview。Learning and Instruction，3(3)，239-245。  new window
13.Ponce, H. R.、López, M. J.、Mayer, R. E.(2012)。Instructional effectiveness of a computer-supported program for teaching。Computers and Education，59(4)，1170-1183。  new window
14.Prensky, M.(2005)。Engage me or enrage me: What today’s learners demand.。Educause Review，40(5)，60-65。  new window
15.Reed, S. K.(2006)。Cognitive architectures for multimedia learning。Educational Psychologist，41(2)，87-98。  new window
16.Tabachneck-Schijf, H. J. M.、Leonardo, A. M.、Simon, H. A.(1997)。CaMeRa:A computational model of multiple representations。Cognitive Science，21(3)，305-350。  new window
17.Tindall-Ford, S.、Chandler, P.、Sweller, J.(1997)。When two sensory modes are better than one。Journal of Experimental Psychology，3(4)，257-287。  new window
18.Wang, T. H.(2007)。What strategies are effective for formative assessment in an e-Learning environment?。Journal of Computer Assisted Learning，23(3)，171-186。  new window
19.Brown, J. S.(2002)。Growing up digital: How the web changes work, education, and the ways people learn。United States Distance Learning Association Journal，16(2)，11-20。  new window
20.Kalyuga, S.、Chandler, P.、Sweller, J.(2000)。Incorporating learner experience into the design of multimedia instruction。Journal of Educational Psychology，92(1)，126-136。  new window
21.Prensky, M.(2007)。How to teach with technology: Keeping both teachers and students comfortable in an era exponential change。Emerging Technologies for Learning，2，40-46。  new window
22.Lai, Shu-Ling(2000)。Influence of Audio-Visual Presentations on Learning Abstract Concepts。International Journal of Instructional Media，27(2)，199-207。  new window
23.Roblyer, M. D.、Knezek, G. A.(2003)。New Millennium research for educational technology: A call for a national research agenda。Journal of Research on Technology in Education，36(1)，60-71。  new window
24.Lee, Catherine Hui-Min、Cheng, Yuk-Wing、Rai, Shri、Depickere, Arnold(2005)。What affect student cognitive style in the development of hypermedia learning system?。Computers & Education，45(1)，1-19。  new window
25.Rittschof, K. A.(2010)。Field dependence-independence as visuospatial and executive functioning in working memory: Implications for instructional systems design and research。Educational Technology Research & Development，58(1)，99-114。  new window
26.Harrison, A. W.、Rainer, R. K. J.(1992)。The Influence of Individual Differences on Skill in End-user Computing。Journal of Management of Information Systems，9(1)，93-111。  new window
27.Mayer, R. E.、Gallini, J. K.(1990)。When is an illustration worth ten thousand words?。Journal of Educational Psychology，82(4)，715-726。  new window
28.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
29.Mayer, Richard E.(1997)。Multimedia Learning: Are we asking the right questions?。Educational Psychologist，32(1)，1-19。  new window
30.Kekkonen-Moneta, S.、Moneta, G. B.(2002)。E-Learning in Hong Kong: comparing learning outcomes in online multimedia and lecture versions of an introductory computing course。British Journal of Educational Technology，33(4)，423-433。  new window
31.Mayer, Richard E.、Sims, Valerie K.(1994)。For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning。Journal of Educational Psychology，86(3)，389-401。  new window
32.Schnotz, W.(2002)。Towards an integrated view of learning from text and visual displays。Educational Psychology Review，14(1)，101-120。  new window
33.吳裕益(19870300)。認知能力與認知型態個別差異現象之探討。教育學刊，7，253-300。new window  延伸查詢new window
34.Witkin, Herman A.、Moore, C. A.、Goodenough, D. R.、Cox, P. W.(1977)。Field-Dependent and Field-Independent: Cognitive Styles and Their Educational Implications。Review of Educational Research，47(1)，1-64。  new window
35.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
36.Mayer, Richard E.、Moreno, Roxana(2003)。Nine Ways to Reduce Cognitive Load in Multimedia Learning。Educational Psychologist，38(1)，43-52。  new window
37.Piccoli, G.、Ahmad, R.、Ives, B.(2001)。Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training。MIS Quarterly，25(4)，401-426。  new window
38.Prensky, Marc(2001)。Digital Natives, Digital Immigrants。On the Horizon，9(5)，1-6。  new window
圖書
1.高薰芳(2013)。數位原生的學習與教學。臺北市：高等教育。  延伸查詢new window
2.Tapscott, Don(2009)。Grown up Digital: How the Net Generation Is Changing Your World。McGraw-Hill。  new window
3.教育部(2011)。數位學習白皮書(2012-2016)。臺北：教育部。  延伸查詢new window
4.Clark, R. C.、Mayer, R. E.(2011)。E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning。Hoboken, NJ：Pfeiffer。  new window
5.Witkin, Herman A.、Oltman, Philip K.、Raskin, Evelyn、Karp, Stephen A.(1971)。A Manual for the Embedded Figures Tests。Consulting Psychologists Press。  new window
6.張春興(2003)。教育心理學：三化取向的理論與實踐。臺北：東華書局。  延伸查詢new window
7.郭生玉(1996)。心理與教育研究法。精華書局。  延伸查詢new window
8.Paivio, Allan(1971)。Imagery and verbal processes。New York, NY：Holt, Rinehart and Winston。  new window
9.Mayer, Richard E.(2001)。Multimedia learning。Cambridge University Press。  new window
10.Paivio, Allan(1986)。Mental representations: A dual coding approach。Oxford University Press。  new window
11.Tapscott, Don(1998)。Growing up digital: The rise of the net generation。McGraw-Hill。  new window
12.Nunnally, Jum C.、Bernstein, Ira H.(1978)。Psychometric Theory。McGraw-Hill。  new window
其他
1.Neef, A.，Schroll, W.，Theis, B.(20090518)。Digital natives: The revolution of the generation born to the web，http://www.z-punkt.de/fileadmin/be_user/englisch/D_Downloads/2009_Digital_Natives_engl.pdf， 2010/10/19。  new window
2.教育部(2008)。教育部中小學資訊教育白皮書，http://Orz.tw/7HmKg.， 2009/10/07。  延伸查詢new window
圖書論文
1.謝哲仁(2002)。動態電腦幾何教學建構之設計實例與理論探析。革新國民中小學數學教育議題。高雄：復文。  延伸查詢new window
 
 
 
 
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