教材設計對國小學童英語學習成效與認知負荷之影響

本研究根據多媒體教學理論與認知負荷理論的觀點，探討不同的教材設計對於學童的學習成效與認知負荷之影響。本研究採準實驗設計，教材主題為「新型冠狀病毒Coronavirus」之相關英文單字，以國小五年級學童共106名，分為「傳統英文閃示卡教學（傳統組）」及「多媒體融入英文單字教學（多媒體組）」兩組進行實驗教學。實驗前，兩組學生均進行前測，實驗後兩組學生進行後測，以作為學習成效的評估，並完成認知負荷量表。研究結果發現：一、傳統組與多媒體組學習成效無顯著差異。二、高成就組在傳統組與多媒體組學習成效無顯著差異。三、低成就組在傳統組與多媒體組學習成效無顯著差異。四、在認知負荷量表中的困難程度與花費心力上，多媒體組顯著低於傳統組。五、在認知負荷量表中的喜歡程度與信心程度上，多媒體組顯著高於傳統組。

關鍵字

多媒體教學；認知負荷；學習成效；教材設計

並列摘要

Based on multi-media learning and cognitive load theory, this study aims to examine the effect of instructional design on elementary school students’ performance in English learning and cognitive load. This study adopted quasi-experimental design, with 106 participants of fifth grade students divided into two groups: Traditional Flashcards Learning Group and Multi-media Learning Group. “Coronavirus” was the center topic, which students learned the vocabulary focusing on it. A pretest was given and then the lesson began. After the lesson, a post test and a cognitive load questionnaire were given, to evaluate participants’ learning performance and cognitive load. The results were: 1. The learning performance in these two groups of participants showed no significant difference. 2. There were no significant difference between high-achieved students in these two groups. 3. There were no significant difference between low-achieved students in these two groups. 4. According the cognitive load questionnaire, the Multi-media Learning Group’s sense of difficulty and mental effort were significantly lower than the Traditional Flashcards Learning Group. 5. According the cognitive load questionnaire, the Multi-media Learning Group’s sense of favor and confidence were significantly higher than the Traditional Flashcards Learning Group.