以腦波儀器測量不同難易度數位教材之專注力差異

Using Brainwave Measuring Devices to Study Attention Differences on Digital Learning Contents of Different Difficulties

鄭淑真(Shu-Chen Cheng) ； 梁景棠(Ching-Tang Liang) ； 鄭育評(Yu-Ping Jheng)

《工程與科技教育學術研討會論文集》 第五屆 (2016/05) Pp. 295-304

https://doi.org/10.6571/CETE.2016.05.23

摘要

專注是影響學習的重點之一，注意力越是集中對學習的效率越是好。注意力的好與壞相對反應出教學者在授課品質上好與壞，因此對教學者而言，如果能得知學習者在學習的專注狀況，將幫助教學者改善教學方式，促進學習者專注力上升，提升學習者對於課程吸引力。隨著電腦與網路的日漸精進，教材呈現多元化發展，除了傳統紙本教材外，各種數位教材也成為教學者的選擇。那麼在一樣是數位教材，可難易度卻不一樣的狀況下，專注力是否能保持一致？因此本研究達配精密的腦波儀器，在學習者學習的同時，量測學習APP 程式教材和演算法教材的專注力，並將之轉換成數據加以分析，透由客觀的數據與主觀的認知，試著找出其中是否的共通點或差異點，給予教學者參考。

關鍵字

專注力 ； 雙碼理論 ； 數位學習

並列摘要

Attention is an important factor of learning because a focused learner shows better learning efficiency. Attention also reflects the teaching quality of a teacher, so if a teacher understands the attention level of a learner, he can improve the teaching method to enhance attention and interest in the course. With the development of computer and internet technology, teaching materials have also been developed in different ways. In addition to traditional printed materials, various digital materials are now options for learners. However, the type of teaching material used to grab the attention of learners should also be considered. This study used subjects of Algorithm and APP Programming as examples. The same topics were presented by both traditional printed materials and digital materials. Electroencephalogram (EEG) was used while the learners were reviewing, and the collected data were analyzed. The results showed the attention levels to different difficulties of digital materials and can be used as a reference for teachers.

並列關鍵字

Attention ； Dual-coding theory ； E-learning