多媒體圖文呈現與學童注意力類型對學習成效之影響

The Impact of Child’s Attention, On-screen Text of Static Graphs and Animation toward Learning Effectiveness

郭怡岑(Yi-Tsen Kuo)

指導教授 ： 羅希哲

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2010年)

https://doi.org/10.6346/NPUST.2010.00039

摘要

本研究使用Mayer (2001)提出之多媒體學習認知理論設計教材，以多向度注意力測驗結果將學童分類，藉此探討多媒體圖文呈現與學童注意力類型對學習成效的影響，研究結果將提供多媒體教材設計與選用的基本原則。 本研究採3×2二因子準實驗設計，共包含兩個教材，以屏東縣105位小學三年級學生為研究對象。實驗的自變項包含多媒體圖文呈現(動文下組、靜文下組、靜文近組)和學童注意力類型(高、普通注意力類型)，並以學習成效測驗得分為依變項，將所得資料分析。研究結果發現： 一、多媒體圖文呈現與學童注意力類型對學習成效無交互作用 多媒體圖文呈現（動文下組、靜文下組、靜文近組）與學童注意力類型（高、普通）對學習成效不會交互影響。 二、多媒體圖文呈現對學習成效有顯著影響 靜態圖片的學習成效會比動畫佳，而文字接近圖片的學習效果也比文字在螢幕下方的效果更好。多媒體圖文呈現對學習成效造成的影響，只限於認知歷程裡的記憶與理解能力，在應用上並無顯著差異。 三、學童注意力類型在學習成效上具有顯著的差異 以高注意力類型之學習成效顯著優於普通注意力類型學童。

關鍵字

多媒體圖文呈現 ； 學童注意力 ； 學習成效

並列摘要

This study adopted Mayer’s (2001) multimedia learning theory to design the teaching material, and classify school children in two attention groups based on the results of multi-dimensional attention examination. By doing so, it discussed the influence of multi-media graphical and text representation and school children’s attention on their learning effectiveness. Results of this study provided basic multi-media designing and selecting guidelines.
This study adopted 3x2 two factors quasi-experimental design, which includes two teaching materials and recruits 105 third grade students from Pingtung County as research subjects. The independent variables of the study included multi-media graphical and text representation (on-screen text of animation, on- screen text of static graphs, and the text closes to the static graphs) and types of attention (high and moderate attention); the dependent variable of the study was the score of learning efficacy test.

1. There is no interaction between multi-media graphical and text representation and learning efficacy. Multi-media graphical and text representation (on-screen text of animation, on- screen text of static graphs, and the text closes to the static graphs) and types of attention do not interact with learning effectiveness.
2. Multi-media graphical and text representation has significant effects on learning efficacy. Students have better learning effectiveness when they read static graphs than animation; also, they have better learning effectiveness when reading texts closing to static graphs than on- screen text of static graphs.
3. Types of attention has significant impact on learning effectiveness. Students in high attention group have higher learning effectiveness than those in moderate attention group.

並列關鍵字

Multi-media graphical and text representation ； attention of school children ； learning effectiveness

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