數位展示內容組織方式與先備知識對國中學生學習成效之影響

The Effects of Content Organization of A Digital Exhibition and Students’ Prior Knowledge on the Learning Outcomes of Junior High School Students

張嘉閔(Chia-Min Chang)

指導教授 ： 劉德祥

國立臺北藝術大學/文化資源學院學術論文/博物館研究所碩士班/碩士(2011年)

https://doi.org/10.6835/TNUA.2011.00144

摘要

本研究比較數位展示內容組織方式與先備知識程度對國中學生學習成效的影響。研究以國立自然科學博物館「恐龍廳」為主題進行數位展示設計，台中市忠明高中附設國中國二的學生為目標研究對象進行實驗，嘗試瞭解數位展示內容分別以線性及非線性來進行組織的方式，能否有效促進國中學生的學習成效？且對不同先備知識程度的國中學生影響程度為何？實驗共計回收104份有效的前後測問卷，以內容組織方式與先備知識為獨立變項，後測分數減去前測分數的增加分數為依變項，透過雙因子變異數分析（two-way ANOVA）進行分析。
　　研究結果顯示內容組織方式對受測學生的學習成效沒有影響。若從平均分數的變化來看，仍可發現使用線性組織者的後測平均分數增加幅度明顯高於使用非線性組織者。顯示受測學生從內容線性組織的數位展示中，較有效提升對恐龍主題知識的瞭解。而先備知識對受測學生的學習成效則產生了影響，又以低先備知識者比高先備知識者的分數增加幅度來得更高，顯示先備知識程度較低者從數位展示的學習中獲得較多效益。
　　綜合上述結果，本研究建議數位展示的發展可從三方面做考量：1. 在內容上，能於發展過程中加入前置評量與形成評量，以發展出有助於學習效益的展示內容。2. 在使用者方面，能以目標觀眾的先備知識與學習模式做為出發點，考慮對不同程度的觀眾提供不同的內容。3. 在進行內容組織時，內容避免一次給予過多資訊，可改以數篇短篇幅的線性鏈結模式，促進國中學生對主題的學習與理解。最後，由本研究之發現反思實體展示所面臨的一些挑戰。

關鍵字

數位展示 ； 多媒體學習 ； 先備知識 ； 資訊內容組織 ； 國中學生

並列摘要

The objective of this study is to examine the effects of content organization of a digital exhibition and students’ prior knowledge on the learning outcomes of junior high school students. The digital exhibition used in this study was developed based on the Dinosaur gallery at the National Museum of Natural Science and was organized in two different ways: (1) a linear step-by-step content organization in which content was presented according to a pre-determined sequence and the user had to follow this arrangement from the beginning to the end; and (2) a non-linear or hyperlink content organization in which the a link was provided in each section and user can link freely to different topics as wish.
　　In June 2011, 104 junior high school students from the Chung-Ming High School were invited to participate in this pre- and post-test study. A twenty-question questionnaire was administered to each student. The score of this evaluation was used as pre-test score and to determine students’ prior knowledge which was classified into high and low levels. Students from each prior knowledge level were later asked to logon to a dedicated websites for the digital exhibition and was randomly assigned to one of the two different content organizations and complete the online materials. A post-test score was obtained after completing the task.
　　Data analysis revealed that the two different content organizations had no effect on the student’s learning outcomes as determined by the change of pre- and post-test scores. However, students using the linear content organization showed a higher post-test score improvement than students adopting the hyperlink content organization. In addition, student’s prior knowledge had an effect on post-test score with the scale of improvement from students of low prior knowledge higher than students with high prior knowledge. Finally, some recommendations for future digital exhibition development were suggested and issues related to physical exhibition was also discussed.

並列關鍵字

Digital exhibition ； Multimedia learning ； Prior knowledge ； Content organization of information ； Junior high school students

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