概念圖與認知型態對數位學習成效影響之研究

本研究欲探討不同概念圖教材設計方法及認知型態對於學習者的學習成效、學習迷失與認知負荷之影響。實驗設計了三種不同教材形式：傳統式、改良式及具導覽式概念圖教材，傳統式教材主要由Novak概念圖所建構而成；改良式教材則以改良式概念圖做為發展基礎；具導覽式教材包含了導覽圖與改良式概念圖，乃同時具有雙重導覽架構。至於學習者的認知型態則包含場地依賴與場地獨立兩類。本研究採二因子實驗設計，受試對象為127位國立大學學生。實驗結果發現，具導覽式概念圖教材同時益於兩種認知型態學習者，不論受測者認知型態為何，具導覽式概念圖教材皆相較其他兩組教材擁有最佳的學習成效。而改良式概念圖教材雖能有效降低受測者的認知負荷，但卻可能發生較多的學習迷失現象，並且對於場地依賴者來說，使用改良式教材的學習成效可能不如場地獨立者來的好。

關鍵字

數位學習；概念圖；認知型態；學習迷失；認知負荷

並列摘要

This research discusses the effects of a learner’s learning results, learning disorientations, and cognitive loads by using different concept-map methods and cognitive styles. This experimentation covers three kinds of teaching forms: Traditional, Improvement, and Navigational materials. The traditional teaching materials are basically constructing by Novak concept-maps; the improvement teaching materials take a progressive concept-map as a development foundation; the navigational teaching materials include guiding maps and progressive concept-maps and simultaneously it has dual navigational construction. In addition, the learner’s cognitive styles contain two main points - field dependent and field independent. The research is processing by two factors experimental design. Testing targets are 127 students from National Universities. The results find out the navigational materials are benefit for both field dependent learners and field independent learners. No matter what is the cognitive style for subjects, the navigational materials have better learning results than other two. Although the improvement materials could efficiently lower down cognitive loads for subjects, it could possibly have more learning disorientation situations. Also, for the field dependent learners, using improvement materials might not have better results than those who are field independent.