多媒體展示模式融入教學之研究

Study on the Effects of Integrating Multimedia Presentation Model into Instruction

郭芳娥(Fang-O Kuo)

指導教授 ： 游寶達

國立中正大學/工學院/資訊工程學系/博士(2014年)

摘要

電腦與多媒體科技的快速發展，造成在視覺上教材呈現方式的多樣性。在教室內利用電腦科技與資訊軟體教學，已成為一種現代化的教學方法。教師和研究人員應有責任利用多媒體技術提供學生有真實性、功能性、互動性和建設性的教學，以提高學習者的技能和學習動機。 本論文以Mayer的多媒體學習認知理論為基礎，特別強調其中的形式原則及分散注意力原則，結合電子白板，在教室內建構多媒體輔助學習環境。其中包含可以多種形式展示教材及經營教室內互動的學習系統，以及一個以觸控面板協助學生學習地理概念的數位拼圖。以多媒體教學簡報與輔助教學系統在教室教學進行研究，針對不同的學習情境應用適性的教學方法，使多媒體學習系統在學習上發揮最大的助益，提昇學生的學習效果、學習滿意度及學習動機。 本研究包含三大議題，並以國小及大專院校學生為研究對象。研究一是探討134位小學五年級的學生，透過說故事及簡報進行教學講述，利用電子白板多媒體輔助學習系統學習英文。研究收集學生之學習成績、滿意度問卷及訪談，發現學生在學習效果及學習滿意度有顯著差異。研究二是探討240位小學三年級的學生，透過多點觸控面板的數位拼圖學習台灣地理觀念。研究收集學生之學習成績及滿意度問卷，發現學生在學習效果及學習滿意度有顯著差異。研究三是探討59位大專一年級的學生，透過多媒體輔助學習系統學習英文。研究收集學生之動機問卷，發現學生在學習動機的四個構面 (內在目標導向、工作價值、學習的自我效能、測試焦慮)有顯著差異。 本論文收集量化及質化資料，驗證多媒體輔助學習環境在提昇學生的學習效果、學習滿意度及學習動機的效用，並提出建議。希望透過此系統架構及研究議題，提供未來在設計資訊融入教學系統之參考。

關鍵字

數位遊戲學習 ； 學習成效 ； 多媒體學習 ； 英語發音 ； 學習動機

並列摘要

In this dissertation, on the basis of Mayer’s (2001) cognitive theory of multimedia learning (CTML), the author develops a multimedia assisted learning environment in the classroom. This environment, integrated with interactive whiteboard (IWB), includes two systems. First is a multimodal presentation system to present multimedia instruction¬¬¬¬al materials and manage interactive learning activities. Second is a multi-touch interactive jigsaw puzzle to assist students in the learning of geographical concepts. Experimental studies are conducted to verify the practical validity of the multimedia assisted learning environment, that is, stimulating student learning performance, satisfaction and motivation in the classroom setting.
There are 3 research issues in this dissertation and the participants are primary school and college students. The first study explores the effectiveness of IWB multimodal presentation system in English vocabulary learning through storytelling and PowerPoint presentation teaching method. The second study explores the effectiveness of a multi-touch interactive jigsaw puzzle in the learning of geographical concepts. Both studies reveal statistically significant differences between the two groups on measures of learning performance and satisfaction. The third study explores the effectiveness of multimodal presentation system in English learning. The results reveal that there are statistically significant differences between the two groups on measures of 4 constructs (intrinsic goal orientation, task value, self-efficacy for learning and performance, test anxiety) of learning motivation.
This dissertation collects both quantitative and qualitative data to verify the practical validity of the multimedia assisted learning environment and make recommendations. It is hoped that the designed frameworks and research questions of the study will provide a basic guide for future researches on technology-mediated learning.

並列關鍵字

Learning Motivation ； English Pronunciation ； Digital-game based learning ； Learning Effectiveness ； Multimedia Learning

參考文獻

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