全民國防教育多媒體教學認知負荷及學習成效研究

A Study of Cognitive Load and Learning Performance on the Multimedia Teaching of All-out Defense Education

鍾春蘭(Chun-Lan Chung)

指導教授 ： 吳佳純

義守大學/電機資訊學院/資訊管理學系/碩士(2016年)

摘要

全民國防教育在高中職校裡屬必修課程，列入一年級必修學分，課程包括國際情勢、國防政策、全民國防、防衛動員、國防科技。內容多元且富有理論性的政策說明，若沿用黑板口述傳統方式傳授，已不敷使用且不合時宜，本研究主要目的在於針對全民國防教育運用多媒體教學後，探討對學生產生的影響。根據文獻探討後發現，導入多媒體教學後，學生的認知負荷與學習成效有關係，故本研究以問卷調查及全民國防教育試題作為研究工具，針對高職學校學生進行調查，並達到下列之研究目的，第一，探討全民國防教育多媒體教學後，學生的心智負荷與心智投入對學生之學習成效是否有顯著影響；其次，導入多媒體教學後，不同背景變項的學生，其心智負荷、心智投入、學習成效是否有顯著差異。
本研究以每週一節課，一節50分鐘，共計四週，進行多媒體教學，共計回收140有效問卷。研究結果發現：（一）學生的心智負荷、心智投入對學習成效有顯著的影響。（二）不同科別的學生在心智負荷與心智投入上有顯著的差異，其中以應科的心智負荷最低， 觀科為心智投入最高的學生，另在學習成效上，科別也呈現顯著的差異。因此，本研究建議教學者（教官）可以依據學者Sweller的教學設計七項原則設計全民國防教育多媒體教材，如此可以讓學生的認知負荷降低，幫助作後續學習，讓學習成效能提升。

關鍵字

全民國防教育 ； 多媒體教學 ； 認知負荷 ； 學習成效

並列摘要

All-out defense education is a required subject in senior high school. Its contents are diverse, including international situation, defense policy, all-out defense, defense mobilization, and defense technology, but teachers use the traditional oral methods to teaching students which are not suitable for all-out defense courses currently. This research discusses the relationship of the students’ cognitive load and learning performance when teachers applying the multimedia materials in classes. An investigation on the senior high school students are conducted. This research purposes several hypothses. First, mental load and mental involvement have significantly effects on the learning performance of students when they receiving the multimedia all-out defense education. Second, whether mental load, mental involvement, and learning performance of students have significant differences on different students’ backgrounds after multimedia teaching of all-out defense.
This research had conducted the multimedia teaching for four weeks and 50 minutes per week. Finally, we received 140 valid questionnaires. The results are as followings. First, mental load and mental involvement of students have significant differences on learning performance. Second, students from different majors have significant difference on mental load and mental involvement. The students who are major in foreign languages have lowest mental load. The students who are major in tourism have highest mental involvement. All students no matter what they are major have significant differences on learning performance. Hence, this study suggests instructors could design their materials based on the seven principles of the multimedia teaching which Sweller (1998) purposed, because the lower cognitive loads, the higher learning performance.

並列關鍵字

All-out defense education ； multimedia teaching ； cognitive load ； learning performance

參考文獻

Hiltz, S. R. & Wellman, B.（1997）. Asynchronous Learning Networks as a Virtual Classroom,Communications of the ACM, 40（9）, 44-49.

Van Merrienboer, J.J.G., & Sweller, J.（2005）. Cognitive load theory and complex learning：Recent developments and future directions. Educational Psychology

load measurement in a test and evaluation environment. Human Factor, 35, 263 -281.

Definitions,The Journal Of Experiment Education, 67（3）, 197-217.

一、中文部分