聯想式推理作答對學生長期記憶的影響

Effects of Associative Reasoning on Learning Retention

梁嘉航(Jia-Hang Liang)

指導教授 ： 鍾斌賢

中原大學/電機資訊學院/資訊工程研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600448

摘要

近年科技的普及，許多研究人員將課程內容及遊戲元素結合至電腦或行動裝置上，產生了數位遊戲式學習(Digital Game-based Learning)的教學策略，許多研究也證實了數位遊戲式學習對於學習成效有幫助；儘管這些研究在遊戲的方式或策略不同，但遊戲裡的練習內容大多使用選擇題的方式，而且在先前許多數位遊戲式學習的研究多半將研究主題放在教學策略是否能增進學習動機及學習成就上，而對於學習記憶保持的研究並不常見。
本研究開發一套數位遊戲式學習系統，並讓對照組學生使用傳統選擇題作答的方式學習，而實驗組學生則在題型方面有別於一般選擇題，使用沒有題目的「聯想式推理作答」。本研究希望學生透過以聯想及推理的方式進行學習，並刺激學生主動思考，進而提升學習成效，藉以將所學的知識加以理解及統整後存放在長期記憶中，使學習記憶保持能夠維持更久。
由實驗結果發現，實驗組與對照組在短期記憶之學習成就上沒有明顯差異，但是於長期記憶之學習記憶保持上，使用「聯想式推理作答」的實驗組明顯高於對照組，這說明使用「聯想式推理作答」能夠有效幫助學生長期的記憶。也由於聯想式推理作答讓學生透過觀察、推理及邏輯方式進行學習，會使得學生的認知負荷適度的增加，實驗結果實驗組的認知負荷明顯高於對照組，但二組的認知負荷均屬於中下程度，不會造成學生不堪負荷的壓力。

關鍵字

長期記憶 ； 學習記憶保持 ； 推理作答 ； 認知負荷

並列摘要

During the past years, technology became more and more advanced. Many researchers used course content and game elements, combined with computers or mobile devices, to produce Digital Game-based Learning. Many studies also confirmed that digital game-based learning can indeed help with students’ learning performances. Even those different studies adopted differnent games or strategies, the contents almost always involve multiple-choice questions. In previous studies of digital game-based learning, it was also very common to investigate whether the teaching strategies used can enhance learning motivation and achievement; however, it was less common to investigate the issue of learning retention.
In this study we developed a digital game-based learning system, which allow the control group to work on multiple-choice questions, while allowing the experimental group to do what is referred to as“associative reasoning”in this thesis. By “associative reasoning”, it is meant that the students were not instructed to answer some specific question; instead, they must identify one “answer”that is “less related” to other “answer”. In this study, students are expected to learn by making associations in their reasoning. In theory, this could stimulate their active thinking processes and thus enhance their learning performances. Since the knowledge was acquired through understanding and integration, it was more likely to be stored in long-term memory, thus leading to better learning retention
From the experiment, it was found that there were no significant differences between the experimental and control groups in learning achievement, which involved short-term memory. But in learning retention, which involved the long-term memory, the experimental group which used associative reasoning significantly better. This means that using associative reasoning in learning can help students retain knowledge for a longer period of time. The use of associative reasoning forces students to go through observation and reasoning in a logical way of learning. This will cause modest increase in cognitive load. However, the cognitive load of both group of students were not higher. Therefore, the use of associative reasoning in this experiment did not cause unbearable load pressure on the subjects.

並列關鍵字

Long-term Memory ； Learning Retention ； Reasoning Question ； Cognitive Load

參考文獻

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