城鄉差距與數位落差對國中生面對數位學習的認知負荷之影響

Urban-Rural Gap and Digital Divide for Junior High School Students Face the Impact of Cognitive Load of e-Learning

林建宏(Chien-Hung Lin)

指導教授 ： 周照偉

義守大學/電機資訊學院/資訊管理學系/碩士(2015年)

https://doi.org/10.6343/ISU.2015.00069

摘要

在越來越強調資訊融入教學的現在，台灣的國中小教室設備已增加數量不少的資訊多媒體裝置，並設計出各種科目的多媒體教學教材，學生在當今日常生活中大量接觸各種多媒體設備，加上在學校的資訊媒體使用機會增加跟資訊教育施行使得資訊素養提升，數位落差在城鄉之間已經不如過去明顯，但是城鄉差距對於學生面臨電子白板或是投影片上課時所造成的認知負荷也不相同。
為了研究城鄉差距與數位落差如何影響學生的面對多媒體設備進行的數位課程，我們想知道現在城市與鄉下的學生對於進行資訊多媒體課程後感受到的認知負荷是否有顯著的不同？學生是否受數位落差影響了數位學習後的認知負荷？並了解該學習負荷與學習成效之間是否具有關係。經問卷調查結果分析後，城鄉差距確實對城鄉各組學生造成不等量的認知負荷增加，偏鄉組的學生外在認知負荷量及總認知負荷量增加的皆大於都市組的學生；而數位落差對認知負荷的影響並未達到顯著。另外一旦認知負荷超過學生能承受總認知負荷量，學生的認知負荷不論是外在認知負荷，或有效學習負荷，皆會成為不利學生學習的影響。

關鍵字

認知負荷 ； 數位落差 ； 城鄉差距 ； 資訊素養 ； 資訊近用

並列摘要

Now we put great emphasis on Information Technology Integrated into Instruction. The government in Taiwan has increased numbers of multimedia devices in the primary and
secondary school ,and a various subjects of multimedia teaching materials is designed. Digital divide between urban and rural areas has been better than before because of the reasons following：First, students can get highly frequency to use various multimedia. Second, the government add more IT class for students so that they can get more opportunities to contact with multimedia and to learn how to use them. However, the gap between urban and rural
areas leading to the cognitive load of student facing class with interactive whiteboard or presentation is not the same.
To study how the urban-rural gap and digital divide affect students facing the courses performed by digital multimedia devices courses. We want to know if the cognitive load of
the students is significant different after they learn information multimedia courses ? And to understand what is the relationship between learning results and the cognitive load of students after information multimedia courses. After analyzing the survey results, urban-rural gap does cause each group of students increased varying amounts of cognitive load. The rural group's increments of extraneous and total cognitive load are greater than than the urban group's. The digital divide does not influence on the cognitive load significantly. In addition, once the cognitive load exceeds the students can withstand ,students' cognitive load that contain extraneous cognitive load or total cognitive load will become unfavorable to students
learning.

並列關鍵字

Cognitive Load ； Digital Divide ； The Gap between Urban and Rural Areas ； Information Literacy ； Information Access

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