國小高年級學童線上數位閱讀認知負荷量表編製

Cognitive Load Scale of Digital Reading for Elementary School Students

陳新豐(Shin-Feng Chen)

《教育研究與發展期刊》 12卷4期 (2016/12) Pp. 1-22

https://doi.org/10.3966/181665042016121204001

摘要

本研究旨在編制國小高年級學童數位閱讀認知負荷量表（Digital Reading Cognitive Load Scale, DRCLS），建立信度及效度資料。研究工具採用自編「國小高年級學童數位閱讀認知負荷量表」，命題內涵依任務／環境、學習者特性（認知能力、認知風格、先備知識與經驗）、以及環境與學習者特性的交互作用等3個向度，再區分為心智的努力（mental efforts）以及心理的負荷（mental load）等2個構面，採用李克特5點量尺的設計方式，總共25題。研究分二個階段進行，第一階段先編擬試題，並商請四位學科領域專家及二位國小教師來進行題項審查，具有良好的內容效度指數（Content Validity Index, CVI），繼而就387位預試樣本進行施測與蒐集資料分析，根據預試之量表信度與效度資料進行修正。第二階段，分層比率隨機抽取35個班級，針對728位國小高年級學童進行線上量表施測。測量信度方面，具有良好的內部一致性信度，在構念效度方面，以結構方程模式對二群隨機樣本群組分別進行理論模式和複核效度的驗證，結果具良好的模式適配度以及模式穩定度，在區辨和幅合效度方面，心智的努力與心理的負荷等二個構面分量表均可接受。綜上所述，DRCLS 在相關研究以及數位閱讀實務上具有應用價值。

關鍵字

數位閱讀 ； 認知負荷 ； 結構方程模式 ； 量表編制

並列摘要

This study aims to establish a Digital Reading Cognitive Load Scale (DRCLS) for elementary school high-grade students in order to form a reliable and valid database. The DRCLS consists of three components: (1) task environment, (2) learner characteristic (cognitive capability, cognitive style, prior knowledge and experience) assessment, and (3) an interactive effect component to measure learner’s engagement within the task environment. The interactive effect component measures a learner at two levels: mental effort and mental load. Twenty-five Likert-type scale items were produced for the DRCLS. The entire study was divided into two steps. Step 1 included developing the items and having them validated by four subject field experts and two elementary school teachers. Validated items were statistically analyzed using 387 pre-test samples. The 25 items were further refined according to the results from the pre-test data analysis. At the Step 2 data were collected from a stratified proportional sampling of 35 classes, which included 728 elementary school high-grade students. These students responded to the 25 items in a Web-based online environment. Analysis on data collected from these students revealed good internal consistency reliability. Structural equation modeling (SEM) was developed to measure two scale components: mental effort and mental load. The theory model was cross-validated using two random sample groups. Analysis of the SEM model to data revealed a good model fit to the data, good construct validity, and good divergent and convergent construct validity for both scales' components. The education value of using DRCLS to promote digital reading practice among students is also forwarded.

並列關鍵字

cognitive load ； digital reading ； scale development ； structural equation modeling

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