標記效果對國中數理資優生與普通生學習直線運動概念的測驗表現和眼動型態之影響

科學圖文常使用標記來幫助讀者學習科學知識。本研究旨在探討標記效果對國中數理資優生與普通生學習直線運動概念的測驗表現及學習歷程的差異，有助於了解標記的適用性。本研究操弄教材標記的有無，對國中數理資優生與普通生學習直線運動概念的測驗表現、認知負荷和眼動型態之影響，也探討空間能力和標記效果對直線運動概念的學習是否具有調節作用。本研究以國中數理資優生與普通生為對象，數理資優生32位，普通生56位，共計88位。本研究分為研究一與研究二。研究一進行紙本測驗、認知負荷及空間能力的探討，研究二則是進行眼動實驗。本研究結果發現如下： 1、在測驗表現方面，標記組的測驗表現優於無標記組，表示標記能提升國中生直線運動概念的學習成效。數理資優生不論閱讀有無標記版本教材，其測驗表現仍優於普通生。 2、有無標記對於國中數理資優生和普通生學習直線運動概念的認知負荷沒有明顯差異。 3、空間能力和有無標記對學習表現不具有調節效果，但空間能力對科學圖文的學習表現具有影響力。 4、在眼動資料方面，標記提升讀者在圖示及次圖的總凝視時間，縮短相對應圖文的搜尋時間。國中數理資優生能運用標記，有較多的文與上圖之間的掃視次數。國中生科學圖文的學習，仍以文為導，普通生比數理資優生投入更多時間在理解文本和標題。 5、相對應圖文的搜尋時間、參照次數和整個畫面的平均凝視時間對學習表現具有顯著關聯，以及整個畫面的平均凝視時間對學習表現的預測力最佳。綜之，根據上述研究結果，研究者提出對直線運動概念教材編製和教學及未來研究提出具體建議。

關鍵字

標記效果；眼動型態；數理資優生；直線運動概念

並列摘要

Illustrated Science text often uses signaling to facilitate readers learning science knowledge. This purpose of this study was to explore signaling effect on learning performance and process of mathematically and scientifically talented (MST) students and non-gifted students in junior high school, which contributes to understanding its applicability. We investigated the learning performance, cognitive loading, and eye movements of middle-school MST students and non-gifted students reading materials with or without signals (signal group vs. non-signal group). In addition, we inspected spatial abilities and the signaling effect as potential moderator of effectiveness of the different help facility. A total sample was 88 subjects including 32 MST students and 56 non-gifted students. Two experiments were conducted. Experiment 1 was paper-pencil group tests, mental effort rating, and space relation test for the measurements of their learning performance, cognitive loading and spatial ability. Results indicated that: (1) Learning performance of signal group was higher than non-signal group. This implied that signaling could promote middle-school students’ learning performance of linear motion concept; Furthermore, MST students had higher performance scores than non-gifted students whether reading material with or without signals. (2) Signaling effect reducing cognitive loading of MST students learning linear motion concept and non-gifted students in junior high school was not significantly different. (3) Spatial ability and signaling effect didn’t significantly moderate learning performance of linear motion concept, but spatial ability could influence learning performance (4) Through eye movement patterns, signaling increased total fixation durations of diagrams and sub-diagrams, but the interval of time locating revelant information between text and diagrams were shortened. MST students were better at using signaling than non-gifted students as they performed more numbers of saccade between text and up diagram. Middle school students spent most of reading time in text, and non-gifted took more to understand text and article title. (5) Under the function of signals, learning performance was significantly related with visual-search process, transitions of corresponding text and diagram, and average fixation duration. To predict of learning performance, average fixation duration was the best predictor. According to the results, the research proposed several suggestions for the material making and teaching relevance to linear motion concept and future studies.