行動學習已成為全球性的重要教育議題,本研究應用數位評量系統—「Graduated Prompting Assessment Module of the WATA system(GPAM-WATA)」,發展一以評量為中心的行動學習環境,並應用於國小五年級「校園植物分類」主題教學,GPAM-WATA中之教學性試題與教學性提示,可以引導學習者在校園真實情境中進行學習。本研究採準實驗研究設計,共142位國小五年級學童參與研究,學習者共分為三組,分別為控制組採用傳統資訊融入教學模式(n=47),實驗組A採用GPAM-WATA u-Learning system(n=44),實驗組B則採用一般行動學習模式(n=51),在四堂課的教學進行前後,分別進行「成就測驗前、後測」,在教學結束後,亦填寫「認知負荷量表」。研究發現,學習者在以評量為中心的行動學習環境,有顯著較低之認知負荷與顯著較佳之學習成就。
Mobile learning (ubiquitous learning, u-Learning) has become an important topic in the realm of education around the world. The present study applies the digital assessment system, Graduated Prompting Assessment Module of the WATA system (GPAM-WATA), to develop an assessment-centered u-Learning environment. GPAM-WATA is applied in teaching fifth graders the 'Categorization of Campus Plants' topic. The instructional items and prompts in GPAM-WATA guide students to learn on campus. Using the quasi-experimental design, the study involves 142 fifth-graders as participants. They are divided into three groups. The control group follows the traditional ICT-integrated teaching model (n=47), the experiment group A adopts GPAM-WATA u-Learning system (n=44), and the experiment group B involves the general u-Learning model (n=51). Before and after the 4-class instructions, all the participants take the pre-test and the post-test of an achievement test.' After receiving the instructions, they also fill out a cognitive-load scale. The study finds that in the assessment-centered u-Learning environment, learners have significantly lower cognitive load and significantly better learning achievement.