探討書寫筆記的時機對影片輔助學習之認知負荷、學習表現與筆記品質的影響

Exploring the Impacts of Cognitive Load, Learning Performance, Note-taking Quality on the Timing of Note-taking in Video Assisted Learning

蘇子芸(Su Zi-Yun)

指導教授 ： 劉子鍵

國立臺灣師範大學/教育學院/教育心理與輔導學系/碩士(2022年)

https://doi.org/10.6345/NTNU202201250

摘要

書寫筆記是有助於影片輔助學習的策略，該策略不僅可以做為課程紀錄，還能幫助學習者專注課程內容，進而促進其學習表現。然而，影片輔助學習過程中有效使用筆記並非易事，其中，書寫筆記的時機可能是影響筆記成效的重要因素。課中書寫筆記，及課後書寫筆記為最常見的兩種書寫筆記時機，就理論上而言，這兩種時機各有優劣，但卻尚未有研究探討不同書寫筆記的時機對影片學習的影響。有鑑於此，本研究欲探討有無使用筆記，以及書寫筆記的時機對學習的影響。
　　本研究使用具有旁白與字幕之動畫影片做為學習教材，主要操弄的變項為有無書寫筆記及書寫筆記時機。121位高中三年級學生被隨機分派至不同書寫筆記組合的三個組別：課中書寫組、課後書寫組、沒有書寫組，並測量其認知負荷、學習表現、學習效能、及筆記品質。在資料分析階段，針對有無筆記組別及筆記時機之認知負荷、學習表現、學習效能、及筆記品質進行比較分析。
　　分析結果發現，在有無使用筆記上，有書寫筆記組需要耗費更多心力在學習上，但未能反應於學習表現。而在時機點上，雖然課中組及課後組的學習表現並未有顯著差異，但從研究結果中發現，課中組的筆記品質相較於課後組更加優異，且課中組的學習效能也顯著優於課後組。依據筆記及學習表現的相關性來看，課中組之筆記與學習表現呈顯著正相關，而課後組的筆記與學習表現則未達顯著相關。書寫線上筆記為新興且複雜之任務，上述結果顯示，在將筆記應用於影片學習時，先了解學習者對於線上筆記書寫是否熟悉，並給予合適引導，如此一來才能讓學習者於教學影片上順利進行筆記書寫，以產生更好的學習表現。另一方面，在時機點上，於課程中分段進行書寫，會有較好的筆記品質，因學習者能即時記錄課程重點，透過筆記進行有效編碼，學習者能產出更好的筆記品質，並帶來更佳的學習表現。在執行學習任務上，需同時給予學習者影片課程及書寫筆記任務。由於書寫筆記須運用較多認知資源，當學習者將影片和書寫筆記分開執行時，會產生較大的認知負荷，所以讓學習者同時進行課程任務，能讓學習者產生更好的學習效能。

關鍵字

筆記 ； 認知負荷 ； 學習表現 ； 筆記品質 ； 書寫時機

並列摘要

Note-taking is a helpful strategy in video-assisted learning. It can not only serve as a course record but also make learners focus on the course, which can promote their learning performance. However, using notes as an effective strategy in the process of video-assisted learning is quite difficult, and the timing of note-taking may be an important factor affecting the notes’ efficiency. Taking notes during class and taking notes after class are the two most common ways when speaking to timings. In theory, these two timings have their advantages and disadvantages. However, there is no research exploring the effect of note-taking at different timings in video learning. In view of this, this study aims to evaluate the effect of whether to use note-taking or not and when to take notes for better learning performance.
This study uses animation with narration and subtitles as the teaching material, and the main variables are whether to use note-taking or not and the timing of note-taking. 121 twelfth-grade students were randomly assigned to three note-taking groups: in-class taking group, after-class taking group, and no taking group, also measured their cognitive load, learning performance, learning efficiency, and note-taking quality. In the data analysis phase, the researcher analyzed the groups with or without note-taking, and the comparison of their cognitive load, learning performance, learning efficiency, and note-taking quality at different timing of note-taking.
The results of the analysis showed that in terms of whether to use notes or not, the group with note-taking needed to spend more effort on learning, but failed to get a better learning performance. As to the timing of note-taking, there was no significant difference in learning performance between in-class group and after-class group. However, it was found from the note-taking quality, the in-class group was better than the after-class group, and the learning efficiency of in-class group was also better than after-class group. According to the results of correlation analysis between note-taking quality and learning performance, the in-class group's note-taking quality was positive correlation with learning performance, while the after-class group was no significant difference. Taking online notes is an emerging and complex task. Based on the results above, when instructors want to apply note-taking to video learning, it is necessary for them to understand whether the learners are familiar with online note-taking, and should give guidance so that learners can smoothly take notes to get better learning performance. On the other hand, the note-taking quality will be better in the way of segmenting. In that way, learners can take notes instantly, and can code the information effectively through taking notes in class, so as to improve their learning performance. While executing the learning tasks, instructors should give the video lessons and note-taking tasks at the same time. Since taking notes is expected to consume more cognitive resources. It will give a heavy cognitive load on learners, if instructors separate the learning tasks. Therefore, to perform the learning tasks simultaneously so that learners can get a better learning efficiency.

並列關鍵字

note-taking ； cognitive load ； learning performance ； note-taking quality ； timing of note-taking

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