以認知負荷理論探討國小學生文書處理軟體之學習遷移:豐原國小為例

Investigating Elementary Students’ Learning Transfer of Word Processing Software from Cognitive Load Theory: Feng Yuan Elementary School as an Example

陳信雄(HSIN-HSIUNG CHEN)

指導教授 ： 黃國華

嶺東科技大學/資訊學院/資訊管理與應用研究所/碩士(2015年)

https://doi.org/10.6823/LTU.2015.00061

摘要

隨著軟體應用的蓬勃發展，校園資訊軟體的選擇日趨多樣化，一套合宜的應用軟體應該具備學習遷移的效果，讓學習效果可以發揮到最大並持續下去，本研究從認知負荷理論的觀點出發，探討文書處理軟體的學習遷移現象，研究架構加入影響認知負荷的兩個前因，即軟體難易度與電腦自我效能，以驗證學習者的個人認知負荷是否可以透過軟體的選擇而影響其學習成效，進而影響學習遷移的效果。
本研究的研究對象為豐原國小的240位學童，他們先前皆學習過文書處理軟體OpenOffice Writer，本研究首先衡量他們對於OpenOffice Writer的個人認知負荷、軟體難易度及學習成效，接著本研究將受測者分為兩群，分別以MS Word 2010與OOo4Kids Writer作為新的文書處理軟體，並衡量他們對新軟體的個人認知負荷、軟體難易度及學習成效，藉以檢測學童對於文書處理軟體的學習遷移效果。
研究結果發現，先前軟體的學習成效會正向影響新軟體的學習成效，證實學習遷移效果的存在。個人認知負荷越高，學習成效越低。此外，軟體難易度會正向影響個人認知負荷，而電腦自我效能則會負向影響個人認知負荷個人認知負荷。

關鍵字

認知負荷 ； 學習成效 ； 電腦自我效能 ； 學習遷移

並列摘要

As the rapid progress of software, the options for campus applications have become various. However, a proper application should be capable of the effect of learning transfer. Thus, learning effect can have a chance to be maximized continuously. From the perspective of cognitive load, the study intended to investigate the phenomenon of learning transfer. Two antecedents, namely software difficulty and computer self-efficacy, were included to identify the effect of personal cognitive load on learning effectiveness, which would examine the effect of learning transfer, after choosing different application.
The subjects were 240 students of Fengyuan elementary school, and they have learned OpenOffice Writer already. Their personal cognitive load, software difficulty and learning effectiveness were measured in advance. All subjects were divided into two groups. While one group was assigned to use MS Word 2010 as new software, the other group used OOo4Kids Writer. Then, their personal cognitive load, software difficulty and learning effectiveness towards the new word processing software were measured in order to examine the effect of learning transfer.
The results showed that prior learning effectiveness affected new learning effectiveness, which proved the existence of learning transfer. The higher personal cognitive load, the lower learning effectiveness. Besides, software difficulty has a positive effect on personal cognitive load, whereas computer self-efficacy has a negative effect.

並列關鍵字

Cognitive Load ； Learning Effectiveness ； Computer Self-Efficacy ； Learning Transfer

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