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研究生：	楊淇 Chyi Yang
論文名稱：	探究動畫為主的遺傳學課程對學生認知負荷與學習成效之影響 Exploring the Impact of Animation-based Genetic Instruction on Students' Perceived Cognitive Load and Learning Outcomes
指導教授：	張俊彥 Chang, Chun-Yen
學位類別：	碩士 Master
系所名稱：	科學教育研究所 Graduate Institute of Science Education
論文出版年：	2011
畢業學年度：	99
語文別：	英文
論文頁數：	79
中文關鍵詞：	動畫、學習者自我控制、認知負荷
英文關鍵詞：	Animation, Learner-control, Cognitive load
論文種類：	學術論文
相關次數：	點閱：63 下載：29
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本研究主要目的為探究動畫為主的遺傳學課程對學生認知負荷與學習成效之影響。動畫課程的內容以遺傳學中的三個抽象概念為主，動畫設計根據認知負荷理論中能降低學習者在學習過程中產生之認知負荷的原則，欲透過動畫課程來提升學習者之學習成效。受試者為台灣北部地區279位七年級學生以隨機分組方式分為三組接受不同型式之遺傳學課程，其中97位學生參與靜態圖片的遺傳學課程，93位學生參與自控程度高的動畫遺傳學課程，89位學生參與自控程度低的動畫遺傳學課程。學生的學習成效以遺傳學概念測驗、遺傳學課程認知負荷自評量表、對生物學的態度量表與結構性訪談進行評量。研究結果指出：(1)提供學習者調控動畫撥放的拖曳軸能夠藉由提升學習者在動畫撥放的自我控制程度來有效降低學習者的認知負荷。(2)自控程度高的動畫課程組之學習者在遺傳學概念測驗的問答題中表現較靜態圖片組與自控程度低的動畫組好。(3)學習者感受到的認知負荷與學習成效呈現負相關。

The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction. The curriculum was designed in certain principles considered cognitive load theory for reducing perceived cognitive load and improving learning. The curriculum was comprised of three subunits to teach the abstract concepts of genetics. There were 279 participants consisted of 7th grade junior high school students. 97 students participated in traditional instruction with static graphic (SGI group), 93 students participated in animation-based instruction with high control degree (AHC group), and 89 were assigned to receive animation-based instruction with low control degree (ALC group). The effectiveness of the instruction was evaluated by the Genetic Concept Test (GCT test), a self-rating Genetic Curriculum Cognitive Load Questionnaire (GCCLQ), an Attitudes Toward Biology Scale (ATBS), as well as a structure interview. The results indicated that: (1) Students’ perceived cognitive load was reduced effectively through improving their self-controlled ability of animation by providing scrollbar. (2) Students of AHC group have better performance in an open-ended question of GCT test than SGI group. Furthermore, students’ perceived cognitive load was negatively associated with their learning outcomes.

1.Introduction 1
2.Methodology 15
2.1Participants 15
2.2Instruments 15
2.2.1Self designed animation-based genetic instructional tool 15
2.2.2Self-rating measurement of cognitive load 27
2.2.3Assessment of learning outcomes 30
2.2.4Assessment of attitude toward biology 33
2.3Experimental design 34
2.4Data analysis 36
3.Results 37
3.1Analyses of the cognitive load and learning performance37
3.2Analyses of the attitude toward biology 41
3.3Learner control ability 42
4.Disscussion 43
Acknowledgments 46
References 47
Appendix I 53
Appendix II 64
Appendix Ⅲ 65
Appendix Ⅳ 72

List of Tables

Table 1. Types of cognitive load and the principles relevant to animation instructional design 10
Table 2. Factor analysis of self-rating Genetic Curriculum Cognitive Load Questionnaire (GCCLQ) 29
Table 3. Comparison of the Effect of Learners’ Perceived Cognitive Load in learning, Attitude toward Biology and Genetic Conception Learning Outcomes between Static Graphic Instruction (SGI), Animation-based instruction with Low learner control degree (ALC), and Animation-based instruction with High leaner control degree (AHC) groups 38
Table 4. Bivariate Pearson’s Correlation between GCT scores and Cognitive load 40
Table 5. Bivariate Pearson’s Correlation between Cognitive Load and Attitude Toward Biology 41

List of Figures

Figure 1. Entrance map of animation-based genetic curriculum 16
Figure 2. Modality effect, Redundancy effect, and Spit-attention effect 19
Figure 3. Spatiality and temporal contiguity 19
Figure 4. Pre-training effect 22
Figure 5. Signaling effect 23
Figure 6. The genetic curriculum of static graphic instruction (SGI) group 24
Figure 7. Compare the learner control mode of ALC and AHC groups 26
Figure 8. The research procedures and overall architecture of the study 35
                                

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